EFL Students’ Experiences with AI-Powered Language Learning Tools: Implications for Learner-Centered Intelligent Tutoring Systems

Artificial intelligence (AI) has become increasingly integrated into English language learning through tools that provide adaptive learning, automated feedback, and personalized support. Although previous studies have examined the educational benefits of AI-powered tools, relatively little is known about how English as a Foreign Language (EFL) students experience these technologies and how their perspectives can inform the design of learner-centered Intelligent Tutoring Systems (ITS). This study explored EFL students’ experiences, perceived benefits, challenges, and expectations regarding AI-powered tools for English language learning. A qualitative research design was adopted using semi-structured interviews with nine Vietnamese university EFL students, and the data were analysed using reflexive thematic analysis. The findings showed that participants experienced AI-powered language learning tools as adaptive, feedback-oriented, and engaging. They particularly valued immediate feedback, flexible learning opportunities, and gamified features, which they associated with greater confidence, motivation, and learner autonomy. At the same time, participants expressed concerns about over-reliance on AI, the contextual and cultural appropriateness of AI-generated feedback, and data privacy and security. Participants also envisioned future ITS as more conversational, personalized, and culturally responsive systems that could better address individual learning needs. Overall, the findings suggest that participants viewed AI as a valuable learning support while emphasizing the importance of independent learning, teacher guidance, and contextual relevance. The study offers preliminary design implications for learner-centered ITS by highlighting the importance of incorporating learners’ experiences and expectations into future AI-supported language learning systems.