AI-Assisted English Learning: A Tool for All or Only a Select Few?

This study explores the English learner profiles of 884 Korean 5th-grade students, examining the impact of AI-assisted language learning. While AI interventions influenced latent class membership, their independent predictive power was limited, suggesting that AI should complement, not replace, traditional instruction. High-motivation students with foundational skills benefited more, whereas disadvantaged learners with low motivation showed minimal gains, emphasizing the need for equitable access. The study highlights the importance of integrating AI within a broader framework, including teacher support, structured curricula, and parental involvement. Future research should investigate long-term effects and mediating factors to optimize AI’s role in language education.