To Learn, Unlearn, and Relearn with Personalized Language Learning and Educational Technology

This paper reports on a qualitative study of 15 higher education students transitioning from conventional to personalized language learning at a private university, examining their experiences with educational technology support through semi-structured interviews. The research focuses on students' self-management, flexibility, and adaptation to personalized learning systems rather than evaluating AI systems or their impact on learning outcomes.

The implementation of Personalized Learning as a learning system provides opportunities for students to manage learning according to their competencies, time, and interests. It has emerged as a trend in K-12 classes in the United States and the United Kingdom, but not that much in higher education. Thus, little research has examined higher education students' transition from conventional to personalized language learning. Students must unlearn and adapt to personalized learning. This research re

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