Human-AI Interaction in Language Learning and Teaching: A Qualitative Dyadic Study of Learner and Teacher Experience

Modern language learning has been drastically altered by artificial intelligence (AI) during the recent years. We performed a qualitative investigation interviewing thirty adult participants—ten instructors and twenty students—using generative AI technologies in order to investigate this technological transition. Semi-structured interviews examining accessibility, personalization, classroom dynamics, ethical vulnerabilities, and future directions were used to gather data. Four themes were identified using Braun and Clarke's six-step thematic analysis: wide-open access and more learner autonomy, personalized learning that still misses an emotional connection, AI as a helper rather than a replacement for teachers, and the risk of leaning on AI too much when it gets things wrong. In the end, instructors and students reached a crucial agreement: although AI provides previously unheard-of structural convenience, it cannot replace genuine human contact. An integrated hybrid educational framework to strike a balance between automated support and human-led instruction is suggested in the study's conclusion.

کلیدواژه ها:

Artificial intelligence ، language learning ، qualitative research ، thematic analysis ، learner autonomy ، personalized learning