¹Richard Jegadeesan. P, ²Dr. G. Annie Rajani Priya, ³Dr. Anjana Thampi. K.S

¹Research Scholar, Department of Language, Hindustan Institute of Technology and Science, Padur, Chennai.

^2,3Assistant Professor of English, Department of Languages, Hindustan Institute of Technology and Science, Padur, Chennai.

DOI : https://doi.org/10.58806/ijsshmr.2025.v4i1n04

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ABSTRACT

The advent of digital technology has profoundly transformed the landscape of English language learning, emphasizing learner autonomy and personalization. By leveraging online platforms, mobile applications, and artificial intelligence (AI), learners gain access to diverse resources and tools that foster independent, self-directed learning. Technologies like flipped classrooms and AI-driven platforms personalize learning experiences by adapting content to individual needs, enhancing proficiency and confidence in English usage. Mobile applications such as Quizlet and gesture-based learning tools offer interactive and flexible learning environments, empowering learners to practice vocabulary, speaking, and writing skills at their convenience. Online platforms enable collaborative and asynchronous learning, broadening the scope of intercultural and linguistic development. However, disparities in access and equity remain challenges, underscoring the need for inclusive policies to ensure all learners benefit equally. This study highlights the dynamic interplay between technology and learner autonomy in shaping effective and equitable language learning experiences. It also reflects on ethical considerations and the need for balanced integration of digital tools in education.

KEYWORDS:

English language learning, learner autonomy, educational technology, personalized learning, mobile applications, artificial intelligence, online platforms, flipped classrooms.

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VOlUME 04 ISSUE 01 JANUARY 2025