Volume 29 Number 1, 2025 AI-assisted English learning: A tool for all or only a select few?

AI-assisted English learning: A tool for all or only a select few?

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July 8, 2025, 1:04 p.m.
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Oct. 2, 2025, 7:28 p.m.
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Oct. 2, 2025, 7:28 p.m.
access-status:
open.access
bitstream:
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bitstream_txt:
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collection:
Volume 29 Number 1, 2025
contributor.author:
Kim, EunJung
date.accessioned:
2025-06-26T00:49:58Z
date.available:
2025-06-26T00:49:58Z
date.copyright:
2025
date.issued:
2025-06-30
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.
endingpage:
22
format.extent:
22
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
identifier.doi:
https://doi.org/10.64152/10125/73633
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73633
language:
eng
number:
1
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights.license:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73633/
startingpage:
1
subject:
learner difficulties, latent class analysis, AI learning, English proficiency, socio-affective factors, equity in education
title:
AI-assisted English learning: A tool for all or only a select few?
type:
Article Text
volume:
29