A Study on Self-Efficacy Formation Experiences of Central Asian International Students in AI-Based Korean Language Learning Environments : Focusing on the Perspective of Self-Determination Theory

Abstract

This study explored how Central Asian international students develop self-efficacy while using generative artificial intelligence (AI) in Korean language learning from the perspectives of Self-Efficacy Theory and Self-Determination Theory. A qualitative study was conducted with 48 international students using semi-structured interviews, open-ended Google Forms responses, and reflective learning journals. Data were analyzed using thematic analysis. The findings indicated that generative AI enhanced learners' self-efficacy by providing immediate feedback, repeated practice, and individualized support. Participants reported increased confidence, greater self-directed learning, and reduced learning anxiety. However, they also identified limitations, including inaccurate translations, unnatural expressions, limited cultural context, and overreliance on AI. Participants viewed AI as a complementary learning tool rather than a replacement for teachers. These findings provide qualitative evidence on the educational value of generative AI and offer implications for AI-supported Korean language education.