ABSTRACT This PRISMA‐guided systematic review examines how Artificial Intelligence (AI) supports the development of student autonomy in school‐based English as a Foreign Language (EFL) learning across the Global South. Drawing on 22 peer‐reviewed empirical studies (2020–2024), the synthesis highlights both the promise and the constraints of AI integration in diverse, resource‐variable contexts. Three core mechanisms emerged: (1) AI‐enhanced personalized learning and feedback, enabling learners to progress at self‐determined paces across speaking, reading, writing, listening, and vocabulary learning; (2) opportunities for self‐directed learning through intelligent tutoring systems, fostering greater ownership over learning trajectories; and (3) cultural and contextual adaptation, whereby locally responsive AI tools improve engagement and relevance. These mechanisms are shaped by critical contextual moderators, including infrastructure limitations, disparities in device access, and varying levels of teacher preparedness. Emotional and pedagogical implications further underscore the need for reflective, ethical integration. Overall, the review concludes that AI has significant potential to empower student autonomy in EFL education within the Global South, provided its use is context‐sensitive, equity‐driven, and supported by targeted teacher training and adaptive policy frameworks.
Kundu et al. (2025) studied this question.