AI and the Shift in Power Dynamics in English Language Education: Portfolios as Tools for Authentic Self-Agency and Self-Determination

The integration of Artificial Intelligence (AI) in English language education is reshaping traditional pedagogical frameworks, fostering learner autonomy, and redefining the educator’s role. This article presents a conceptual framework and pedagogical model exploring how AI-driven portfolio assessment and custom AI language models can be integrated within an Agile learning framework to support iterative, self-directed learning. While AI enhances language acquisition through personalized feedback and adaptive learning, concerns about authenticity, plagiarism, and over-reliance on AI-generated content remain. A structured approach to AI literacy development is introduced, ensuring that students critically assess AI-generated feedback rather than passively accepting it. A key component of this framework is AI-supported reflection, where learners evaluate AI suggestions based on alignment with their authentic voice and intended meaning. This process is reinforced through an AI-reflection rubric designed to cultivate metacognitive awareness and critical engagement with AI outputs. Agile methodologies, particularly iterative learning cycles, scaffold AI-supported writing assignments, balancing human and AI feedback for progressive skill development. The article also examines configurable AI tools for assessment, such as custom GPTs within ChatGPT and Gems within Google Gemini, which can evaluate language proficiency, track learning progression, and facilitate AI-supported peer assessment. The framework is designed to be adaptable across international EFL and ESL contexts, supporting authentic learning rather than replacing the learner’s central role in the learning process.