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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 25, No. 0, pp.1315-1334
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2025
Received 11 Jul 2025 Revised 23 Jul 2025 Accepted 05 Aug 2025
DOI: https://doi.org/10.15738/kjell.25..202509.1315

Investigating Korean College EFL Learners’ Perceptions and Intentions toward AI-Enabled Language Learning Applications

Moonyoung Park ; Ching Sing Chai ; Chunping Zheng
(First, Corresponding author) Associate Professor, Department of English Education Jeju National University moonyoungpark@jejunu.ac.kr
(Co-author) Professor, Department of Curriculum and Instruction Chinese University of Hong Kong CSChai@cuhk.edu.hk
(Co-author) Professor, Department of Foreign Languages Beijing University of Posts and Telecommunications zhengchunping@bupt.edu.cn


© 2025 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This mixed-methods study investigated Korean college EFL learners’ perceptions and behavioral intentions toward AI-enabled language learning applications. A survey based on the Technology Acceptance Model and Theory of Planned Behavior was administered to 196 Korean university students, with model validation using 370 Chinese students. Structural equation modeling revealed a six-factor model with Perceived Usefulness, Attitude toward AI Use, and Subjective Norm significantly predicting behavioral intention, explaining 68% of the variance. The analysis confirmed the importance of social factors and positive attitudes in AI adoption decisions. Qualitative findings revealed a significant attitude-behavior gap. While students expressed favorable views toward AI language tools, their usage focused on basic functions: translation (60.3%) and grammar checking (20.6%), with limited engagement in advanced AI platforms (17.5%). Participants expressed high expectations for real-time feedback, pronunciation support, and personalized guidance. Results suggest Korean EFL learners possess positive attitudes toward AI-enhanced language learning but demonstrate limited utilization of sophisticated AI capabilities. The study highlights the need for targeted interventions to bridge the gap between current basic usage and AI’s pedagogical potential, emphasizing the importance of practical training and social support in promoting comprehensive AI adoption in Korean educational contexts.

Keywords:

AI, language learning, self-directed learning, behavioral intention, Korean EFL learners, mixed methods, technology acceptance model

Acknowledgments

This research was funded by research grant of Jeju National University in 2022.

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