Jul 2026· Computer-Assisted Language Learning Electronic Journal· Vol 27, pp. 134-153· 0 citations· 21 references
TL;DR
Students’ perceptions and actual use of GenAI in learning English at a Vietnamese university are investigated, highlighting a tension between learning support and overreliance on AI-generated content, suggesting implications for self-regulated learning (SRL) in blended contexts.
Abstract
The worldwide adoption of generative artificial intelligence (GenAI) has created new possibilities for English language learning, yet limited research has examined how non-English-major students engage with GenAI in blended online environments in Vietnam. Grounded in the Technology Acceptance Model (TAM), this qualitative case study investigates students’ perceptions and actual use of GenAI in learning English at a Vietnamese university. Data were collected through focus group interviews with 30 students, analysis of chat histories from 23 students, and semi-structured interviews with 8 lecturers. The findings indicate generally positive perceptions of GenAI in terms of perceived usefulness, ease of use, and learning engagement, while also revealing challenges related to AI literacy, feedback reliability, and the absence of clear institutional guidelines. Importantly, the results highlight a tension between learning support and overreliance on AI-generated content, suggesting implications for self-regulated learning (SRL) in blended contexts. The outcomes of this study are expected to contribute to a better understanding of how GenAI is integrated into English language learning and offer practical implications for educators and technology developers aiming to enhance AI-supported language education.
The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.
D. Zulaiha, Yunika Triana· Journal of Educational Manag...· 0 citations
This study investigates the experiences of Korean university students in online English learning environments, focusing on self-directed strategies, instructor and AI feedback, and emotional and technical challenges. As online education continues to expand, understanding learners’ lived experiences has become increasingly important. Employing a qualitative research design, the study analyzed open-ended questionnaire responses and semistructured interview data from 65 students enrolled in an English language course. Thematic analysis revealed six core themes: the importance of instructor interaction, the role of learning strategies, perceived benefits of online learning, emerging challenges, limitations of AI feedback systems, and the factors influencing learner confidence and persistence. Findings indicate that while students appreciate the flexibility and self-paced learning opportunities offered by online platforms, they face difficulties related to isolation, system usability, and inconsistent feedback. Instructor presence and teacher-centered scaffolding were identified as key elements in maintaining learner motivation, emotional security, and conceptual clarity. Unlike AI-driven feedback, which often lacks contextual nuance and affective support, teacher interaction provided adaptive and empathetic guidance aligned with learners’ needs. The study underscores the necessity of hybrid learning models that leverage both technological tools and human-mediated support, highlighting the central role of instructors in ensuring responsive and effective AI-based online English education.
ChatGPT has attracted considerable interest from educators and researchers in teaching English as a foreign language; however, there is not much empirical evidence about the effects of ChatGPT on EFL learners’ self-directed learning. The current study explores the impact of ChatGPT on self-directed learning among EFL learners in a Vietnamese public college. A mixed-methods research design was used. Both quantitative and qualitative data were collected through a questionnaire and semi-structured interviews through the participation of 144 non-English majors. Data were analyzed quantitatively through descriptive statistics and qualitatively through thematic analysis. Findings revealed that non-English majors mostly used ChatGPT for self-study, language practice, and answer verification. Furthermore, ChatGPT had a moderate positive effect on self-directed learning among participants, especially in terms of personal responsibility and self-regulation. However, ChatGPT’s role in promoting learner autonomy was rather insignificant. The findings imply that ChatGPT may be efficiently integrated into English learning, provided it is done alongside pedagogical guidance and critical assessment of ChatGPT responses by learners.
Dao Thu Uyen, Le Van Tuyen· International Journal of Cur...· 0 citations
This study explored how Central Asian international students develop self-efficacy while using generative artificial intelligence (AI) in Korean language learning from the perspectives of Self-Efficacy Theory and Self-Determination Theory. A qualitative study was conducted with 48 international students using semi-structured interviews, open-ended Google Forms responses, and reflective learning journals. Data were analyzed using thematic analysis.
The findings indicated that generative AI enhanced learners' self-efficacy by providing immediate feedback, repeated practice, and individualized support. Participants reported increased confidence, greater self-directed learning, and reduced learning anxiety. However, they also identified limitations, including inaccurate translations, unnatural expressions, limited cultural context, and overreliance on AI. Participants viewed AI as a complementary learning tool rather than a replacement for teachers. These findings provide qualitative evidence on the educational value of generative AI and offer implications for AI-supported Korean language education.
Min-Ji Choi, Eun-ji Choi· Liberal Arts Innovation Cent...· 0 citations
The rapid growth of digital technologies has transformed English as a Foreign Language (EFL) learning, particularly in informal settings beyond the classroom. While research has extensively examined technology-enhanced language learning in formal instructional contexts, less is known about how learners in resource-constrained settings exercise autonomy and self-regulation through digital tools in everyday lives. This qualitative case study investigates how EFL undergraduate students in Majene, West Sulawesi, use digital technologies to develop autonomous English learning practices outside the formal classroom. Primary data were collected through in-depth semi-structured interviews with 12 purposively selected participants, supplemented by descriptive questionnaire data from 35 students for methodological triangulation. This study explores what types of digital platforms are selected, why they are selected, what self-regulation strategies are employed, and what challenges are faced. The results suggest that learners mainly use social media platforms (TikTok, YouTube, Instagram) and game-based language apps (Duolingo) to facilitate both incidental and intentional English learning. Thematic analysis showed three key dimensions of technology-based autonomous learning, namely: (1) Technology Selection and Motivational Orientation, (2) Self-Regulatory Strategies in Technology-Mediated Learning, and (3) Challenges and Adaptive Responses.
Putu Wahyu Sudewi, Andi Mega Januarti Putri, Nurul Imansari· GLENS: Global English Insigh...· 0 citations
The proliferation of generative artificial intelligence (Gen-AI) in English as a Foreign Language (EFL) writing instruction has sparked considerable scholarly interest, yet the subjective experiences and voices of learners who engage with AI-generated feedback remain insufficiently explored within the extant literature. This qualitative study investigates students' voices concerning the implementation of Gen-AI feedback in an EFL writing classroom, specifically examining their perceptions, patterns of engagement, development of feedback literacy, and the inherent tensions between learner autonomy and technological dependency. Adopting a qualitative research design, data were collected through four focus group discussions involving 30 purposively selected undergraduate students enrolled in an EFL writing course at a private university in Surakarta. Thematic analysis of the transcribed discussions, conducted in accordance with Braun and Clarke's (2006) framework, yielded five interrelated themes: perceived usefulness of Gen-AI feedback, patterns of feedback engagement, development of feedback literacy, tension between autonomy and dependency, and emotional and ethical responses. The findings reveal that students perceived Gen-AI feedback as highly useful for enhancing writing quality, revision efficiency, and idea generation; however, they did not passively accept all AI-generated suggestions but rather demonstrated selective engagement, critically evaluating feedback based on its relevance to higher-order writing concerns, including content and organization. Additionally, participants reported developing feedback literacy over time, evidenced by increased awareness of their writing weaknesses and improved capacity to interpret and strategically utilize AI feedback. Nevertheless, uneven development across participants indicated that feedback literacy does not emerge automatically through mere exposure to Gen-AI tools. A critical tension also emerged between learner autonomy and dependency, with several students expressing over-reliance on AI for revision tasks. Emotional and ethical responses included heightened confidence alongside scepticism regarding AI accuracy and concerns pertaining to academic integrity. The findings suggest that the pedagogical effectiveness of Gen-AI feedback is not determined solely by its technological affordances but is significantly mediated by learners' engagement, critical awareness, and feedback literacy. This study contributes to the literature by demonstrating that understanding students' voices is crucial for developing context-sensitive and pedagogically sound AI integration strategies, with implications for educators and curriculum designers seeking to implement Gen-AI feedback in effective, ethical, and learner-centred ways.
Abdul Ayiz, Ahmad Tauchid, Riyadh Ahsanul Arifin et al.· ETERNAL (English Teaching Jo...· 0 citations
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