The Dilemma of Digital Dependency: Investigating the Overreliance on AI Tools among English Language Learners

Abstract

The recent boom of generative AI applications like ChatGPT, Grammarly, and language chatbots has changed the English language learning process of EFL and ESL learners, providing them with personalized feedback, less anxiety, and improved learning opportunities. Nevertheless, such convenience has created a serious dilemma that excessive dependence will create problems of digital addiction that interferes with the fundamental process of language acquisition. This is a mixed-method research study involving 180 intermediate and advanced EFL students at a Pakistani university where surveys, validated scales (critical thinking, language anxiety, self-regulated learning) and semi-structured interviews, focus groups, and/or analysis of learner artifacts and AI usage logs were used to conduct research with 180 students. Quantitative findings indicated that 41 percent of the respondents were found to be highly dependent and negatively related with independent writing originality (-34), conversational fluency (-23), critical thinking scores (-24), and perceived autonomy. Qualitative data reflected the themes of passive learning, lack of originality, decreased effort during authentic practice, and separation of emotion through the lack of sincere interaction. Such trends do not mean that AI does not enhance the acquisition of short-term proficiency, but when used on a longer-lasting basis, it leads to cognitive offloading, skill decay, and loss of autonomy, and creativity among learners. The paper highlights the conflict between short-term performance and long-term developmental sustainability in the AI post-2022 world. The implication on pedagogy should include facilitated integration, direct training on AI literacy, combined task design, and teacher learning to facilitate the balanced and critical use of AI tools. Anticipating the overreliance before it takes place, the language education can utilize the capabilities of generative AI and preserve the humanistic, hardworking, and interactive nature of natural language acquisition. Future studies are recommended to embrace longitudinal designs in various cultural and proficiency settings to add value in the explanation of mitigation measures and projections.

Keywords: AI Overreliance, Digital Dependency, EFL/ESL Learners, Generative AI, Cognitive Offloading, Learner Autonomy