Abstract
This study investigates the effects of QuillBot, an artificial intelligence (AI) writing assistant, on fostering autonomy among English-as-a-foreign-language (EFL) learners. Using a mixed-methods approach, including questionnaires and semi-structured interviews, the research examined how learners utilize QuillBot to enhance their learning processes, set objectives, and make decisions related to language learning. While previous research suggests that AI can promote learner autonomy, there is limited understanding of QuillBot's specific role and learners' attitudes toward it. The study involved 41 female university students who completed questionnaires, and 10 students participated in interviews. Results indicated a significant positive impact of QuillBot on learners’ autonomy and engagement in writing courses. The findings contribute valuable insights into how AI tools like QuillBot can support autonomy and foster positive attitudes in EFL contexts. Additionally, the study offers practical recommendations for language teachers and policymakers on effectively integrating QuillBot into language-learning programs. Such integration can enhance learner autonomy, improve attitudes, and increase engagement among EFL students, ultimately supporting more effective language acquisition and classroom participation.