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Recent technological advancements have positioned artificial intelligence (AI) as a prominent force in language learning, offering opportunities to promote students’ learning autonomy as well as enhance their self-directed learning skills. While AI is dramatically reshaping educational settings, evidence on how students in Vietnam actually apply these tools in their learning remains limited. This study investigated how Vietnamese EFL undergraduates employ AI-driven self-directed language learning strategies (AI-SDLLS) and whether gender differences influence strategy use. A mixed-methods design was employed, combined a questionnaire (N = 52) with semi-structured interviews (n = 16) at a college in Vietnam. The findings indicated a clear hierarchy, with cognitive strategies such as grammar correction, translation, and idea generation dominating students’ AI use. Metacognitive and affective strategies meanwhile used at moderate levels, and social strategies ranked lowest. These patterns show a reality that students tend to gravitate toward AI for immediate, task-level support but underutilize it for planning, self-monitoring, or collaborative learning. Regarding gender, no significant differences across the four subscales were found. The study suggests that future support should focus on developing AI literacy and metacognitive awareness for all students, while also preparing teachers to integrate AI responsibly in EFL education.
Keywords: artificial intelligence, efl, gender, self-directed language learning strategies
