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Description
Artificial intelligence (AI) is increasingly transforming English language education through tools such as ChatGPT, Grammarly, adaptive learning systems, and AI-supported online platforms. While these technologies provide flexibility, immediate feedback, and personalized learning opportunities, concerns remain regarding learner dependency, superficial engagement, and academic integrity. This mixed-methods study investigates the opportunities and risks of integrating AI into English learning among Vietnamese university students, with particular focus on learner autonomy, self-regulated learning, and perceived academic achievement. Quantitative data were collected from 356 university students through a 38-item questionnaire, while qualitative data were obtained from semi-structured student interviews and teacher reflections. Quantitative findings revealed moderately high levels of engagement with AI-supported learning tools (M = 3.75, SD = 0.82), learner autonomy (M = 3.71, SD = 0.76), and perceived academic achievement (M = 3.84, SD = 0.79). Students reported that AI tools supported vocabulary development, writing improvement, speaking confidence, and independent learning through immediate feedback and flexible access to learning resources. However, both students and teachers also identified significant challenges, including over-reliance on AI-generated content, distraction, procrastination, superficial learning, and concerns regarding authentic assessment and academic integrity. Qualitative findings further suggested that AI simultaneously promoted independent learning and weakened authentic cognitive engagement through excessive cognitive offloading. The study concludes that AI should function as a pedagogical support tool rather than a substitute for learner effort. Effective AI integration therefore requires reflective instructional design, responsible-use guidelines, and assessment practices that emphasize critical thinking, learner agency, and authentic language.