[1] Arboleda, G., Rodríguez, M., & Iza, J. (2024). Self-Directed Learning in Adult Second Language Acquisition. Runas Journal of Education and Science, 5(9), 1-15. https://doi.org/10.46652/runas.v5i9.192

[2] Council of Europe (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Council of Europe Publishing. URL: https://www.coe.int/en/web/

[3] Dahal, A., & Bhat, N. (2024). Self-Directed Learning, Its Implementation, and Challenges: A Review. Nepal Journal of Health Sciences, 3(1), 102-115. https://doi.org/10.3126/njhs.v3i1.63277

[4] Dizon, G. (2024). ChatGPT as a tool for self-directed foreign language learning. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2024.2413406

[5] Dmitrenko N., Petrova A., Podzygun O., & Nikolaeva S. (2021). Strategies in autonomous learning of professionally oriented English communication. Journal of Teaching English for Specific and Academic Purposes, 9(3), 527-540. https://doi.org/10.22190/JTESAP2103527D

[6] Dmitrenko, N., Fedyk, T., Franchuk, N., Shakhina, I., & Podzygun, O. (2025a). Leveraging ChatGPT to develop critical thinking through mathematical problem-solving in ESP classes. ETR, 3, 91-98. https://doi.org/10.17770/etr2025vol3.8540

[7] Dmitrenko, N., Shkola, I., & Shkola, O. (2025b). AI-powered tools for teaching ESP to preservice physics teachers. The Annals of Ovidius University Constanţa. Philology Series (Analele Universității „Ovidius” Constanța. Seria Filologie), XXXVI(1), 304-324. URL: https://litere.univ-ovidius.ro/Anale/volume_2025_1.php

[8] Hiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (second edition), Oxford: Pergamon Press.

[9] Huang, W. & Hew, K. & Fryer, L. (2021). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 38, 237-257. https://doi.org/10.1111/jcal.12610

[10] Kalashnyk, O., Ovcharenko, L., & Mazhula, T. (2023). Challenges in learning foreign languages encountered by intermediate-level students. Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations, 43, 42-55. https://doi.org/10.26565/2073-4379-2023-43-03

[11] Krashen, S. (1983). Second language acquisition and second language learning. Pergamon.

[12] Lai, V. D., Ngo, N., Veyseh, A. P. B., Man, H., Dernoncourt, F., Bui, T., & Nguyen, T. H. (2023). ChatGPT Beyond English: Towards a Comprehensive Evaluation of Large Language Models in Multilingual Learning. In Findings of the Association for Computational Linguistics: EMNLP 2023, 13171-13189. https://doi.org/10.48550/arXiv.2304.05613

[13] Laufer, B. (1998). The Development of Passive and Active Vocabulary in a Second Language: Same or Different? Applied Linguistics, 19(2), 255-271.

[14] Leung, C.H. (2025). A flexibility study on the role of ChatGPT in language learning. Asian Journal of Contemporary Education, 9(1), 112-130. https://doi.org/10.55493/5052.v9i1.5427

[15] Li, Z., Wang, C., & Bonk, C.J. (2024). Exploring the utility of ChatGPT for self-directed online language learning. Online Learning, 28(3), 157-180. https://doi.org/10.24059/olj.v28i3.4497

[16] Richards, J.C. (2008). Moving Beyond the Plateau: From Intermediate to Advanced Levels in Language Learning. Cambridge University Press. URL: https://docs.google.com/file/d/0B267WRdxZ3rIaXpwNGRSd2lTbVk/preview?resourcekey=0-At-UuceE0Kzf9HBU3NgnEA

[17] Robinson, J., & Persky, A. (2020). Developing Self-Directed Learners. American Journal of Pharmaceutical Education, 84(3), 847512. https://doi.org/10.5688/ajpe847512

[18] Roe, J., & Perkins, M. (2024). Generative AI in Self-Directed Learning: A Scoping Review. https://doi.org/10.48550/arXiv.2411.07677

[19] Seddik, M. E. (2025). The Impact of AI-Powered Language Learning Tools on Second Language Acquisition: A Mixed-Methods Study. International Journal of Linguistics, Literature and Translation, 8(3), 269-278. https://doi.org/10.32996/ijllt

[20] Selinker, L. (1996). Fossilization: What We Think We Know. London: Longman Group UK Limited.

[21] Shi, Z. (2024). On the Plateau Phenomenon in College English Learning. Frontiers in Science and Engineering, 4(5), 37-44. https://doi.org/10.54691/zgtwpw03

[22] Shikina, A. (2025). Artificial Intelligence Tools Effectively Developing Self-Directed Learning, Increasing Students’ Autonomy and Motivation in Uzbekistan. UC Journal: ELT, Linguistics and Literature Journal, 6(1), 1-21. https://doi.org/10.24071/uc.v6i1.11182

[23] Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, https://doi.org/10.3389/fpsyg.2023.1260843

[24] Torgomyan, K. (2022). Language Learning Plateau in The Context of Business English: Emerging Causes and Suggested Solutions by Means of Online Tools and Technologies. Messenger of Armenian State University of Economics, 5, 139-148. https://doi.org/10.52174/1829-0280_2022_5_139

[25] Yi, F. (2007). Plateau of EFL learning: A psycholinguistic and pedagogical study. 137-177. URL: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=07657696082d3818137555d79249af5d6a9961ba