Qing Ma

The use of corpora for language learning, traditionally known as ‘data-driven learning’ (DDL, Johns, 1991), is a now well-established area of research in applied linguistics with over 350 empirical...

Self‐directed Learning (SDL) is an important skill for learners of all ages and phases of life. Generative AI facilitates self‐directed second language (L2) learning by providing interactive, personalised access to online resources. However, existing research on AI‐assisted self‐directed L2 learning focuses on adult learners in higher education, leaving a gap in understanding how adolescent learners engage in SDL in secondary schools. This study addresses this gap by examining how secondary students engage with ChatGPT in self‐directed L2 learning and the extent to which they view it as a useful learning companion. Drawing on SDL theory and Candy's (1991) autodidaxy framework, we examined students' attitudes, behaviours, readiness, frequency of usage, and perceptions of ChatGPT's role in self‐directed L2 learning. Using a mixed‐methods approach, data were collected through a survey of 278 students and interviews with 15 participants. The survey findings show that students engaged with ChatGPT at a moderate level and used it as a goal‐oriented learning aid, primarily for task‐related functions such as idea generation, drafting support, and on‐demand review, with senior students engaging more often than junior students. The interview findings reveal that students viewed ChatGPT as a supportive but bounded learning companion, valuing its help with content support, drafting, and flexible, self‐paced learning, while not seeing it as a substitute for teachers. They favoured teacher‐guided use over being prohibited from using ChatGPT, highlighting the complementary roles of learner autonomy and teacher scaffolding in responsible AI‐supported SDL.