Abstract
This study explores the self-study practices of English as a Foreign Language (EFL) students utilizing mobile devices and AI-powered language learning applications, examining the mediating role of these tools on learner agency through the lens of sociocultural theory (SCT). Employing a mixed-methods approach, the research investigates how these mobile devices and language learning applications mediate EFL students' self-study, and how they perceive the usability and effectiveness of the tools. The findings reveal that mobile devices and AI-powered applications significantly enhance learner agency, motivation, and engagement in self-study. Besides, the accessibility and flexibility of mobile platforms, combined with the personalized and interactive features of AI-driven applications, create supportive conditions for effective self-study. This study contributes to the understanding of the interplay between technology, learner agency, and language learning within the framework of SCT, providing insights into creating empowering, technology-mediated language learning experiences.
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