Navigating The Dependency Of College Students Using AI Chatbots For Language Learning: A Phenomenology

Abstract

The growing integration of Artificial Intelligence (AI) chatbots in education has transformed language learning environments, providing learners with instant feedback, interactive dialogue, and adaptive instruction. However, increasing dependence on these tools raises concerns about learner autonomy, critical thinking, and authentic engagement in language acquisition. This phenomenological study explored the lived experiences of college students who exhibited overreliance on AI chatbots in language learning. Guided by the framework of transcendental phenomenology (Moustakas, 1994), the study sought to uncover the essence of students’ perceptions, feelings, and behaviors toward AI-assisted learning. Five participants were selected using linear snowball sampling to ensure the inclusion of individuals with extensive exposure to AI chatbots. Data were collected through validated semi-structured interviews, following a bracketing and iterative protocol to minimize researcher bias. Thematic analysis using three-stage coding—pre-coding, axial coding, and selective coding—revealed four major themes: (1) Perceived cognitive convenience, as learners found AI chatbots to simplify complex linguistic tasks; (2) Erosion of self-directed learning, where reliance on automated feedback diminished initiative and independent language production; (3) Emotional assurance and dependence, reflecting learners’ comfort with AI-driven affirmation; and (4) Awareness of authenticity gaps, where participants questioned the human-like quality and contextual appropriateness of chatbot interactions. The findings illuminate the dual nature of AI chatbot use—serving as both a facilitator and inhibitor of meaningful language learning. The study contributes to the emerging discourse on AI ethics and learner agency in digital pedagogy, emphasizing the need for balanced human-AI integration in language education. Implications for educators, curriculum designers, and policymakers include fostering digital literacy, promoting reflective use of AI tools, and designing learning frameworks that enhance autonomy and metacognitive regulation among learners.