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Wiboolyasarin, Watcharapol, Srisook, Panita, Jinowat, Nattawut, Wiboolyasarin, Kanokpan. (1405). Learner Perspectives on AI-Supported Feedback in Thai as a Foreign Language Learning: A Q Methodology Study. پژوهش های میوه کاری, (), -. doi: 10.30466/ijltr.2026.57103.3323
Watcharapol Wiboolyasarin; Panita Srisook; Nattawut Jinowat; Kanokpan Wiboolyasarin. "Learner Perspectives on AI-Supported Feedback in Thai as a Foreign Language Learning: A Q Methodology Study". پژوهش های میوه کاری, , , 1405, -. doi: 10.30466/ijltr.2026.57103.3323
Wiboolyasarin, Watcharapol, Srisook, Panita, Jinowat, Nattawut, Wiboolyasarin, Kanokpan. (1405). 'Learner Perspectives on AI-Supported Feedback in Thai as a Foreign Language Learning: A Q Methodology Study', پژوهش های میوه کاری, (), pp. -. doi: 10.30466/ijltr.2026.57103.3323
Wiboolyasarin, Watcharapol, Srisook, Panita, Jinowat, Nattawut, Wiboolyasarin, Kanokpan. Learner Perspectives on AI-Supported Feedback in Thai as a Foreign Language Learning: A Q Methodology Study. پژوهش های میوه کاری, 1405; (): -. doi: 10.30466/ijltr.2026.57103.3323

Learner Perspectives on AI-Supported Feedback in Thai as a Foreign Language Learning: A Q Methodology Study

Iranian Journal of Language Teaching Research
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 06 مرداد 1405
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2026.57103.3323
نویسندگان
Watcharapol Wiboolyasarin1؛ Panita Srisook2؛ Nattawut Jinowat* 3؛ Kanokpan Wiboolyasarin4
1- Research Institute for Languages and Cultures of Asia, Mahidol University, Nakhon Pathom 73170 - School of Foreign Languages and South Asian and Southeast Asian Studies, Yunnan Minzu University, Kunming 650500
2School of Foreign Languages and South Asian and Southeast Asian Studies, Yunnan Minzu University, Kunming 650500
3Demonstration School, Suan Sunandha Rajabhat University, Bangkok 10300
4Faculty of Management Science, Chandrakasem Rajabhat University, Bangkok 10900
چکیده
This study investigates how learners interpret and engage with AI-supported feedback in second language (L2) learning, with a focus on Thai as a foreign language (TFL). As artificial intelligence becomes increasingly integrated into language education, understanding how learners respond to AI-generated feedback is critical for informing teaching and learning practices. Using Q methodology, this study explores the subjective perspectives of 40 Chinese university students learning Thai in a less commonly taught language (LCTL) context. The analysis identified four distinct learner typologies: Human-Centered Traditionalists, Optimistic Tech-Adopters, Guided Personalization Seekers, and Cautious Pragmatists. These typologies reflect systematic variation in how learners evaluate AI-supported feedback, teacher engagement, and opportunities for communicative practice. While some learners value AI as a tool for extending autonomous learning and improving writing and grammar, others emphasize the importance of teacher-mediated interaction for interpreting meaning, developing communicative competence, and addressing culturally embedded language use. The findings indicate that AI-supported feedback is not uniformly accepted but is interpreted in relation to learners’ expectations of instruction, feedback quality, and communicative relevance. From a pedagogical perspective, the study highlights the need to integrate AI as a complementary resource that supports teacher guidance. It further suggests that effective AI integration in L2 classrooms requires a context-sensitive design, learner training in feedback use, and alignment with communicative learning goals. This study can contribute to research on technology-enhanced language learning by providing a learner-centered account of how AI-supported feedback is experienced in L2 contexts and by offering practical implications for classroom implementation and instructional design.
کلیدواژه‌ها
artificial intelligence-supported feedback؛ second language learning؛ Thai as a foreign language؛ learner perspectives؛ Q methodology
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