In the literature, self-regulatory or autonomous learning is invariably defined using
active, action-oriented verbs (e.g. direct, control, regulate), thus highlighting
the importance of decision-making responsibility — a factor that results in a particularly
complex process when it comes to language learning, as it involves both oral and written
skill sets. Written and listening comprehension, speech production, written composition,
grammatical knowledge, and vocabulary need to be practised. With the rise of AI-based
learning support tools, many people feel that autonomous language learning is 100%
feasible. In this paper, 19 studies are examined using the methods of hermeneutic
analysis and critical discourse analysis to determine whether language learners are
indeed ready for fully autonomous AI-based learning. In addition, the study will also
seek to find out whether teachers are prepared to support this process with appropriate
methods.
