Abstract

The study aims to determine the extent to which English teachers utilize generative artificial intelligence technologies to enhance learning autonomy in English among intermediate students. To achieve this goal, a descriptive survey approach was employed with a sample size of 120 instructors. A questionnaire was designed to gather data. The findings revealed a high overall average for the use of generative AI technologies to improve students' learning autonomy in English, with a relative application rate of 78.2%. The findings show that using generative AI tools to improve autonomous learning in listening and speaking skills scored highest, followed by their usage in reading and writing abilities, both of which ranked highly. In light of these findings, recommendations were proposed, including the provision of necessary technical and technological support for both students and teachers to efficiently and successfully use generative AI technology.

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