Exploring WhatsApp Meta AI in Self-Directed English Learning: A Critical Analysis Through Activity Theory

Self-directed learning (SDL) serves as a foundation of language acquisition, enabling learners to take ownership of their linguistic development. WhatsApp Meta AI, a versatile digital tool, offers a promising platform for mediating SDL in English education. By examining the interactions among learners, the tool, and the broader learning environment through the framework of Activity Theory, this article explores the potential advantages and limitations of this technology. Although WhatsApp Meta AI supports foundational skill development, including writing assistance, speaking and listening practice, reading comprehension, and test preparation, it also presents challenges, such as overreliance on AI-driven feedback and reduced opportunities for social interaction. Optimizing its impact requires a balanced approach that integrates the tool with complementary learning resources and strategies, fostering a more holistic and effective SDL experience.