Abstract

Generative AI offers additional opportunities for foreign language self-practice while requiring students to select and use assistance actively. This conceptual article combines a narrative literature review with teaching experience and an analysis of course outlines to propose four dimensions of learner autonomy: goal setting, selecting and adjusting assistance, evaluating feedback, and self-assessment with explanations of learning decisions. Three situations—travel advice, job interviews, and preparation for interviews with working professionals—illustrate how self-practice can be linked to direct communication. The examples are presented in Vietnamese for teachers to adapt to different target languages and proficiency levels. The proposals are theoretical and pedagogical and have not been tested using survey or intervention data.

Keywords: Learner autonomy, generative AI, university students, foreign language learning, self-regulated learning.