A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts

Nguyen Thi Bich Ngoc; Nguyen Xuan Hong

doi:doi:10.11648/j.ijll.20261405.11

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A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts

Nguyen Thi Bich Ngoc

, Nguyen Xuan Hong^*

Published in International Journal of Language and Linguistics (Volume 14, Issue 5)

Received: 5 September 2026 Accepted: 15 September 2026 Published: 28 September 2026

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Abstract

Generative artificial intelligence (GenAI) is increasingly embedded in English as a Foreign Language (EFL) instruction, with self-regulated learning (SRL) and learner autonomy positioned as key outcomes of interest. A growing evidence base reports positive effects of GenAI on self-regulatory strategies, alongside a parallel and largely separate literature warning that GenAI use may foster dependency, cognitive offloading and the externalization of self-monitoring. This scoping review maps this apparent paradox, in which GenAI appears simultaneously as scaffolding and as substitution, across the SRL and learner-autonomy literature, with particular attention to its implications for EFL learners. Following a PRISMA-ScR-informed approach, 12 empirical and review studies published between 2025 and 2026 were thematically synthesized alongside four foundational theoretical works. As a result, four thematic clusters emerged: (1) evidence of GenAI functioning as scaffolding for SRL; (2) evidence of GenAI functioning as substitution, fostering dependency and cognitive offloading; (3) design and timing features that moderate which role GenAI plays; and (4) existing reviews and meta-analyses, together with their methodological limitations. Across clusters, a consistent pattern emerges, in that nearly all studies rely on short-term or cross-sectional designs, and several recent reviews explicitly call for research measuring learners’ delayed, unsupported performance so as to distinguish durable internalization from temporary dependency. No identified study has applied a longitudinal design incorporating a structured AI-withdrawal phase to directly test this distinction among EFL learners. This review argues for such a design and outlines its theoretical and methodological implications for Vietnamese EFL contexts.

Published in	International Journal of Language and Linguistics (Volume 14, Issue 5)
DOI	10.11648/j.ijll.20261405.11
Page(s)	180-188
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

Generative AI, Self-regulated Learning, Learner Autonomy, Scaffolding, AI Dependency, EFL

References

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[4]	Jiang, Y., Liu, Y., Liu, B., Feng, X.-M., & Bao, L. (2026). How does generative AI affect self-regulated learning in learners with varying knowledge levels? The role of chatbot design and support timing. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2026.2691907
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[12]	Xu, J. (2026). How generative AI enhances self-regulated learning in EFL learners: A chain mediation model of “intention to use” and “learning engagement.” Frontiers in Psychology, 17, Article 1808183. https://doi.org/10.3389/fpsyg.2026.1808183
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Ngoc, N. T. B., Hong, N. X. (2026). A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts. International Journal of Language and Linguistics, 14(5), 180-188. https://doi.org/10.11648/j.ijll.20261405.11

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ACS Style

Ngoc, N. T. B.; Hong, N. X. A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts. Int. J. Lang. Linguist. 2026, 14(5), 180-188. doi: 10.11648/j.ijll.20261405.11

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AMA Style

Ngoc NTB, Hong NX. A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts. Int J Lang Linguist. 2026;14(5):180-188. doi: 10.11648/j.ijll.20261405.11

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@article{10.11648/j.ijll.20261405.11,
  author = {Nguyen Thi Bich Ngoc and Nguyen Xuan Hong},
  title = {A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts},
  journal = {International Journal of Language and Linguistics},
  volume = {14},
  number = {5},
  pages = {180-188},
  doi = {10.11648/j.ijll.20261405.11},
  url = {https://doi.org/10.11648/j.ijll.20261405.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20261405.11},
  abstract = {Generative artificial intelligence (GenAI) is increasingly embedded in English as a Foreign Language (EFL) instruction, with self-regulated learning (SRL) and learner autonomy positioned as key outcomes of interest. A growing evidence base reports positive effects of GenAI on self-regulatory strategies, alongside a parallel and largely separate literature warning that GenAI use may foster dependency, cognitive offloading and the externalization of self-monitoring. This scoping review maps this apparent paradox, in which GenAI appears simultaneously as scaffolding and as substitution, across the SRL and learner-autonomy literature, with particular attention to its implications for EFL learners. Following a PRISMA-ScR-informed approach, 12 empirical and review studies published between 2025 and 2026 were thematically synthesized alongside four foundational theoretical works. As a result, four thematic clusters emerged: (1) evidence of GenAI functioning as scaffolding for SRL; (2) evidence of GenAI functioning as substitution, fostering dependency and cognitive offloading; (3) design and timing features that moderate which role GenAI plays; and (4) existing reviews and meta-analyses, together with their methodological limitations. Across clusters, a consistent pattern emerges, in that nearly all studies rely on short-term or cross-sectional designs, and several recent reviews explicitly call for research measuring learners’ delayed, unsupported performance so as to distinguish durable internalization from temporary dependency. No identified study has applied a longitudinal design incorporating a structured AI-withdrawal phase to directly test this distinction among EFL learners. This review argues for such a design and outlines its theoretical and methodological implications for Vietnamese EFL contexts.},
 year = {2026}
}

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TY  - JOUR
T1  - A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts
AU  - Nguyen Thi Bich Ngoc
AU  - Nguyen Xuan Hong
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DO  - 10.11648/j.ijll.20261405.11
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 180
EP  - 188
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20261405.11
AB  - Generative artificial intelligence (GenAI) is increasingly embedded in English as a Foreign Language (EFL) instruction, with self-regulated learning (SRL) and learner autonomy positioned as key outcomes of interest. A growing evidence base reports positive effects of GenAI on self-regulatory strategies, alongside a parallel and largely separate literature warning that GenAI use may foster dependency, cognitive offloading and the externalization of self-monitoring. This scoping review maps this apparent paradox, in which GenAI appears simultaneously as scaffolding and as substitution, across the SRL and learner-autonomy literature, with particular attention to its implications for EFL learners. Following a PRISMA-ScR-informed approach, 12 empirical and review studies published between 2025 and 2026 were thematically synthesized alongside four foundational theoretical works. As a result, four thematic clusters emerged: (1) evidence of GenAI functioning as scaffolding for SRL; (2) evidence of GenAI functioning as substitution, fostering dependency and cognitive offloading; (3) design and timing features that moderate which role GenAI plays; and (4) existing reviews and meta-analyses, together with their methodological limitations. Across clusters, a consistent pattern emerges, in that nearly all studies rely on short-term or cross-sectional designs, and several recent reviews explicitly call for research measuring learners’ delayed, unsupported performance so as to distinguish durable internalization from temporary dependency. No identified study has applied a longitudinal design incorporating a structured AI-withdrawal phase to directly test this distinction among EFL learners. This review argues for such a design and outlines its theoretical and methodological implications for Vietnamese EFL contexts.
VL  - 14
IS  - 5
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Author Information

Nguyen Thi Bich Ngoc

Academic Affairs Department, Phuong Nam Language Center, Ho Chi Minh City, Vietnam

Contact Email

http://orcid.org/0009-0001-9921-8645
Nguyen Xuan Hong

Faculty of Foreign Languages, Industrial University of Ho Chi Minh City, Ho Chi Minh City, Vietnam

Contact Email

http://orcid.org/0000-0002-4576-2047

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APA Style

Ngoc, N. T. B., Hong, N. X. (2026). A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts. International Journal of Language and Linguistics, 14(5), 180-188. https://doi.org/10.11648/j.ijll.20261405.11

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ACS Style

Ngoc, N. T. B.; Hong, N. X. A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts. Int. J. Lang. Linguist. 2026, 14(5), 180-188. doi: 10.11648/j.ijll.20261405.11

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AMA Style

Ngoc NTB, Hong NX. A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts. Int J Lang Linguist. 2026;14(5):180-188. doi: 10.11648/j.ijll.20261405.11

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@article{10.11648/j.ijll.20261405.11,
  author = {Nguyen Thi Bich Ngoc and Nguyen Xuan Hong},
  title = {A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts},
  journal = {International Journal of Language and Linguistics},
  volume = {14},
  number = {5},
  pages = {180-188},
  doi = {10.11648/j.ijll.20261405.11},
  url = {https://doi.org/10.11648/j.ijll.20261405.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20261405.11},
  abstract = {Generative artificial intelligence (GenAI) is increasingly embedded in English as a Foreign Language (EFL) instruction, with self-regulated learning (SRL) and learner autonomy positioned as key outcomes of interest. A growing evidence base reports positive effects of GenAI on self-regulatory strategies, alongside a parallel and largely separate literature warning that GenAI use may foster dependency, cognitive offloading and the externalization of self-monitoring. This scoping review maps this apparent paradox, in which GenAI appears simultaneously as scaffolding and as substitution, across the SRL and learner-autonomy literature, with particular attention to its implications for EFL learners. Following a PRISMA-ScR-informed approach, 12 empirical and review studies published between 2025 and 2026 were thematically synthesized alongside four foundational theoretical works. As a result, four thematic clusters emerged: (1) evidence of GenAI functioning as scaffolding for SRL; (2) evidence of GenAI functioning as substitution, fostering dependency and cognitive offloading; (3) design and timing features that moderate which role GenAI plays; and (4) existing reviews and meta-analyses, together with their methodological limitations. Across clusters, a consistent pattern emerges, in that nearly all studies rely on short-term or cross-sectional designs, and several recent reviews explicitly call for research measuring learners’ delayed, unsupported performance so as to distinguish durable internalization from temporary dependency. No identified study has applied a longitudinal design incorporating a structured AI-withdrawal phase to directly test this distinction among EFL learners. This review argues for such a design and outlines its theoretical and methodological implications for Vietnamese EFL contexts.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - A Scoping Review of Generative AI's Dual Role as Scaffolding or Substitution in Self-Regulated Learning and Learner Autonomy in EFL Contexts
AU  - Nguyen Thi Bich Ngoc
AU  - Nguyen Xuan Hong
Y1  - 2026/09/28
PY  - 2026
N1  - https://doi.org/10.11648/j.ijll.20261405.11
DO  - 10.11648/j.ijll.20261405.11
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 180
EP  - 188
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20261405.11
AB  - Generative artificial intelligence (GenAI) is increasingly embedded in English as a Foreign Language (EFL) instruction, with self-regulated learning (SRL) and learner autonomy positioned as key outcomes of interest. A growing evidence base reports positive effects of GenAI on self-regulatory strategies, alongside a parallel and largely separate literature warning that GenAI use may foster dependency, cognitive offloading and the externalization of self-monitoring. This scoping review maps this apparent paradox, in which GenAI appears simultaneously as scaffolding and as substitution, across the SRL and learner-autonomy literature, with particular attention to its implications for EFL learners. Following a PRISMA-ScR-informed approach, 12 empirical and review studies published between 2025 and 2026 were thematically synthesized alongside four foundational theoretical works. As a result, four thematic clusters emerged: (1) evidence of GenAI functioning as scaffolding for SRL; (2) evidence of GenAI functioning as substitution, fostering dependency and cognitive offloading; (3) design and timing features that moderate which role GenAI plays; and (4) existing reviews and meta-analyses, together with their methodological limitations. Across clusters, a consistent pattern emerges, in that nearly all studies rely on short-term or cross-sectional designs, and several recent reviews explicitly call for research measuring learners’ delayed, unsupported performance so as to distinguish durable internalization from temporary dependency. No identified study has applied a longitudinal design incorporating a structured AI-withdrawal phase to directly test this distinction among EFL learners. This review argues for such a design and outlines its theoretical and methodological implications for Vietnamese EFL contexts.
VL  - 14
IS  - 5
ER  -

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