Exploring generative AI appropriation in Colombian adults’ informal English learning

Abstract

Generative artificial intelligence (GenAI) is transforming the possibilities for informal language learning by providing immediate feedback, conversational interaction, and potentially personalized learning experiences. However, its use does not necessarily entail greater learner autonomy, self-regulation, or agency. This study aimed to understand how Colombian adults configure their informal English learning practices through GenAI tools, with particular attention to decision-making processes, self-regulation, evaluation of AI-generated responses, and the articulation of GenAI with other learning resources. Adopting a qualitative, exploratory, and interpretive approach, the study involved four Colombian adults with diverse linguistic, educational, and GenAI-use trajectories. Data were generated through participant characterization forms, GenAI interaction records, semi-structured interviews, and, when available, documentary evidence of participants’ interactions with the technology. A predominantly inductive thematic analysis generated four interconnected categories: negotiating control over the learning interaction; constructing and calibrating trust in AI-generated feedback; experiencing personalization through responsive interaction; and reconfiguring the broader learning repertoire. Findings show that participants assumed, negotiated, and delegated control in different ways and developed varying criteria for accepting, questioning, or verifying GenAI-generated responses. They also selectively integrated GenAI with other digital and human learning resources. Based on these findings, the study conceptualizes GenAI appropriation as a form of situated orchestration through which learners coordinate technological affordances with their purposes, prior knowledge, evaluative criteria, and broader learning repertoires. The findings suggest that GenAI does not automatically produce learner autonomy or agency; rather, it creates new spaces in which these may be exercised, negotiated, or delegated.