Curriculum Reform in English Education: How Ai Media and Assessment Practices Influence Students' Meta-Identity and Learning Agency

Abstract

Recent curriculum reform in English education has increasingly emphasized the integration of artificial intelligence (AI)–based media and innovative assessment practices to foster learner autonomy and meaningful learning. This study investigates how AI-supported learning media and assessment practices influence university students’ meta-identity and learning agency within English as Foreign Language (EFL) courses. Adopting a mixed-methods approach, the study collects quantitative data through a Likert-scale questionnaire measuring students’ perceptions of AI media use, assessment practices, learner identity, and learning agency, complemented by qualitative data from open-ended questionnaires exploring students’ reflective experiences. The participants were undergraduate students enrolled in English courses at the university level from English Education, Islamic Education and Visual Communication Design. Quantitative data were analyzed descriptively and inferentially to identify patterns and relationships among variables, while qualitative responses were thematically analyzed to provide deeper insights into students’ perspectives. The findings indicate that AI-based media positively contribute to students’ motivation, self-regulated learning, and confidence in using English, while AI-assisted feedback and formative assessment practices enhance critical thinking and reflective learning. Moreover, the integration of AI within the reformed curriculum supports the development of students’ meta-identity as autonomous and globally oriented English learners, although concerns regarding potential dependency on technology remain. This study highlights the importance of aligning curriculum design, AI media, and assessment practices to strengthen learning agency and identity construction in contemporary English education. The findings offer pedagogical implications for curriculum developers, lecturers, and policymakers in designing AI-responsive and student-centered English learning environments.