Exploring University Students’ Experiences With AI-Based Online English Learning: A Qualitative Inquiry
TL;DR
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.
Abstract
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.