Technology has been significantly claimed to support language learners in various aspects, including accuracy of vocabulary pronunciation, recognition of grammatical features, memorization and retention of vocabulary written form, reading comprehension skills, and production of written texts. In contrast, many other studies have suggested several problems when learning with technology such as distraction, technical problems, frustration, cheating, and unauthenticity. The research reported in this chapter argues that Vietnamese students in higher education have become more reliant on technology since the more frequent introduction of large language model (LLM) AI tools in EFL classroom activities. They have also turned out to be less critical and collaborative during their in-class activity engagement. The interviews with some mid-career teacher participants who have allowed the use of LLM AI tools in class indicate a less positive learning climate and less facilitative opportunities for sustainable development of learner autonomy. The study urges the teachers’ strategic attention to students’ cognitive development process and learner autonomy capacity in the long term.