Under-resourced EFL students’ perceptions about the causes and consequences of unfair AI-mediated education

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dc.authorid0000-0002-4672-8481
dc.authorid0009-0008-9697-7444
dc.authorid0000-0002-5123-2018
dc.contributor.authorWanga, Yongliang
dc.contributor.authorLib, Hang
dc.contributor.authorSavaş, Hasan
dc.date.accessioned2026-01-24T09:12:41Z
dc.date.available2026-01-24T09:12:41Z
dc.date.issued2025
dc.departmentFakülteler, İktisadi, İdari ve Sosyal Bilimler Fakültesi, İngiliz Dili ve Edebiyatı Bölümü
dc.description.abstractThe use of Artificial Intelligence (AI) technologies in education imposes various social influences on different stakeholders across diverse contexts. However, the voices of under-resourced second language (L2) learners have remained unheard regarding the fairness of AI adoption. To fill this gap, the present qualitative study examined 33 Chinese English as a foreign language (EFL) students’ perceived causes and consequences of unfair AI-mediated education. Thematic analysis of online interviews indicated four causes and four consequences for unfair AI adoption in under-resourced communities. The causes included biased algorithms and databases, digital divide and unequal access, lack of AI-related training and support, and sociocultural mismatch and inappropriateness of AI tools in poor settings. Regarding consequences, it was found that unfair AI adoption may lead to educational inequality, diminished motivation, academic deskilling, and technophobia among under-resourced EFL students. The findings are discussed, and implications for raising AI literacy and readiness of L2 educators and policymakers are enumerated.
dc.description.sponsorshipThe current research was supported by the “Construction of Comprehensive Practice for First-Class English Major in Engineering Universities under the Background of New Liberal Arts” (Grant No. J20230722) under the Shanxi Provincial Higher Education Teaching Reform and Innovation Project, and by the project “Cross-Cultural Studies of International Languages and Literature” (Grant No. 2026-CXTD-10) under the 2026 Philosophy and Social Sciences Innovation Team Construction Program of Colleges and Universities in Henan Province, funded by the Education Department of Henan Province. Bu araştırma, Shanxi Eyaleti Yüksek Öğretim Öğretim Reformu ve İnovasyon Projesi kapsamında yürütülen “Yeni Beşeri Bilimler Anlayışı Bağlamında Mühendislik Üniversitelerinde Birinci Sınıf İngiliz Dili ve Edebiyatı Bölümü İçin Kapsamlı Uygulama Oluşturma” (Burs No. J20230722) ve Henan Eyaleti Eğitim Bakanlığı tarafından finanse edilen Henan Eyaleti Üniversiteleri Felsefe ve Sosyal Bilimler İnovasyon Ekibi Oluşturma Programı kapsamında yürütülen “Uluslararası Diller ve Edebiyatın Kültürlerarası Çalışmaları” (Burs No. 2026-CXTD-10) projeleriyle desteklenmiştir.
dc.identifier.citationWanga, Y., Lib, H., & Savaş, H. (2025). Under-resourced EFL students’ perceptions about the causes and consequences of unfair AI-mediated education. Journal of Education for Students Placed at Risk (JESPAR), pp. 1-16. https://doi.org/10.1080/10824669.2025.2599161
dc.identifier.doi10.1080/10824669.2025.2599161
dc.identifier.endpage16
dc.identifier.issn1082-4669
dc.identifier.issn1532-7671
dc.identifier.scopus2-s2.0-105024876374
dc.identifier.scopusqualityQ2
dc.identifier.startpage1
dc.identifier.urihttps://doi.org/10.1080/10824669.2025.2599161
dc.identifier.urihttps://hdl.handle.net/20.500.13055/1272
dc.identifier.wosWOS:001634083900001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.indekslendigikaynak.otherESCI - Emerging Sources Citation Index
dc.institutionauthorSavaş, Hasan
dc.institutionauthorid0000-0002-5123-2018
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.ispartofJournal of Education for Students Placed at Risk (JESPAR)
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.titleUnder-resourced EFL students’ perceptions about the causes and consequences of unfair AI-mediated education
dc.typeArticle
dspace.entity.typePublication

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