Abstract
The article examines the potential of using personalised game-based scenarios supported by artificial intelligence (AI) to develop learner autonomy in foreign language education. The purpose of the study is to identify the impact of AI and gamification on students’ motivation, self-regulation, and engagement, as well as to evaluate their effectiveness for independent learning. The scientific significance of the work lies in substantiating the pedagogical potential of integrating AI and game-based technologies into the educational process, while its practical significance is in the development of methodological recommendations for applying these tools in foreign language teaching. The study was conducted empirically through a quantitative survey of 259 students enrolled in the “Teacher Training in Two Foreign Languages” program at Zhumabek Tashenov University. The questionnaire included 25 items grouped into five thematic blocks: goal setting and planning with digital and AI tools, self-regulation and learning organisation, use of digital tools and AI, impact of AI and gamification on learning, and motivation and engagement. Data analysis showed a positive perception of AI and gamification among students, strong correlations between key aspects of autonomous learning, and mediation analysis revealed that motivation partially mediates the effect of AI on self-regulation. The results suggest that students perceive AI-supported and gamified learning environments as contributing to learner autonomy, motivation, and engagement, thereby supporting the development of digital and personalised foreign language learning approaches. The practical significance lies in the possibility of using the findings in the development of educational programs, digital courses, and methodological recommendations to enhance student autonomy in the context of the digital transformation of higher education.