Student Experiences with AI-Powered Tutors in Personalized Learning

Abstract

Aims: This study aims to examine the effects of AI-based tutors on student engagement, motivation, and achievement in AI-assisted language learning. Specifically, it investigates students’ lived experiences using AI tools, analyzes how AI features influence language proficiency, and identifies the extent to which these platforms sustain learner motivation over time. Study Design: A qualitative phenomenological design was utilized to explore the lived experiences of first-year college students using AI-supported learning platforms. Place and Duration of Study: The study was conducted at the University of Mindanao Digos College from January to March 2025. Methodology: Fifteen first-year college students who actively used AI tools (ChatGPT, Duolingo, Grammarly, and TalkPal) participated in the study. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Results: Findings revealed overwhelmingly positive outcomes in language learning. AI-based tutors provided immediate, adaptive, and personalized feedback that enabled learners to correct grammatical errors, improve sentence construction, and expand vocabulary more efficiently. Students reported higher confidence, autonomy, reduced writing anxiety, and improved speaking fluency due to constant access to non-judgmental learning support. Gamified and interactive features sustained engagement, while real-time corrections strengthened academic writing accuracy and vocabulary retention. Participants also noted increased convenience, motivation, and continuous progress monitoring, allowing them to learn independently at their own pace. Although emotional depth and contextual explanation in AI responses remained limited, students emphasized that AI was highly effective as a supportive language partner when combined with teacher guidance. Conclusion: AI-based tutors significantly enhance language proficiency, learner independence, engagement, and long-term motivation. Results suggest that AI serves best as a supplementary tool that complements — not replaces — human instructors. The study recommends integrating AI for personalized practice and feedback, improving AI contextual reasoning, and strengthening digital literacy to support SDG 4: Quality Education.

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