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Description
This study investigates non-English major students’ AI literacy and learner agency in using ChatGPT for English learning beyond the classroom at Hanoi Pedagogical University 2. Adopting a mixed-methods design, quantitative data were collected from questionnaires completed by 401 students, complemented by qualitative insights from 10 semi-structured interviews. The findings indicate generally positive perceptions of ChatGPT, particularly in supporting writing, vocabulary development, and autonomous learning. However, students’ learner agency appears uneven. While many demonstrate awareness of benefits and ethical considerations, limitations are evident in prompting strategies and critical evaluation of AI-generated content, leading to risks of overreliance. These findings suggest that students are not always able to exercise informed and responsible control over AI tools. The study highlights the need for structured training to develop critical AI literacy and strengthen learner agency. Implications are offered for educators and curriculum designers seeking to integrate AI responsibly into EFL contexts.
Keywords: AI literacy, learner agency, ChatGPT, non-English majored learners, autonomous learning, ethics.