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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, 14(2), 67-93. 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, 14, 2, 1405, 67-93. 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, 14(2), pp. 67-93. 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; 14(2): 67-93. 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
مقاله 5، دوره 14، شماره 2، مهر 2026، صفحه 67-93    اصل مقاله (734.05 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2026.57103.3323
نویسندگان
Watcharapol Wiboolyasarin1؛ Panita Srisook2؛ Nattawut Jinowat* 3؛ Kanokpan Wiboolyasarin4
1Mahidol University, Thailand
2Yunnan Minzu University, China
3Suan Sunandha Rajabhat University, Thailand
4Chandrakasem Rajabhat University, Thailand
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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