AI-assisted English learning: A tool for all or only a select few?
| dc.contributor.author | Kim, EunJung | |
| dc.date.accessioned | 2025-06-26T00:49:58Z | |
| dc.date.available | 2025-06-26T00:49:58Z | |
| dc.date.copyright | 2025 | |
| dc.date.issued | 2025-06-30 | |
| dc.description.abstract | This study investigated English learner profiles and challenges among 884 Korean 5th-grade students, with a focus on the role of AI-assisted language learning in shaping proficiency outcomes. While AI-based interventions have gained popularity, their effectiveness across diverse learner populations remains insufficiently explored. The study aimed to (a) empirically identify distinct learner profiles based on motivational, contextual, and socio-affective characteristics through latent class analysis (LCA), and (b) examine the predictive effects of AI participation and learner-specific factors on English proficiency levels using multinomial logistic regression. Results indicated that AI-assisted learning positively influenced class membership among students with strong affective traits, such as high motivation and confidence, but demonstrated limited effectiveness for learners facing multiple vulnerabilities. Although AI-supported instruction contributed to proficiency growth for certain groups, its independent predictive power was modest overall. These findings suggest that AI-based tools should be integrated thoughtfully within broader educational frameworks that include teacher mediation, structured curricula, and targeted support for underperforming learners. Future research should examine the long-term impacts of AI learning on diverse learner populations. | |
| dc.format.extent | 22 | |
| dc.identifier.citation | Kim, E. (2025). AI-assisted English learning: A tool for all or only a select few?. Language Learning & Technology, 29(1), 1–22. https://doi.org/10.64152/10125/73633 | |
| dc.identifier.doi | https://doi.org/10.64152/10125/73633 | |
| dc.identifier.issn | 1094-3501 | |
| dc.identifier.uri | https://hdl.handle.net/10125/73633 | |
| dc.language | eng | |
| dc.publisher | University of Hawaii National Foreign Language Resource Center | |
| dc.publisher | Center for Language & Technology | |
| dc.rights.license | Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.subject | learner difficulties, latent class analysis, AI learning, English proficiency, socio-affective factors, equity in education | |
| dc.title | AI-assisted English learning: A tool for all or only a select few? | |
| dc.type | Article | |
| dcterms.type | Text | |
| prism.endingpage | 22 | |
| prism.number | 1 | |
| prism.publicationname | Language Learning & Technology | |
| prism.startingpage | 1 | |
| prism.volume | 29 |