Exploring Chinese International Students’ Experiences with Generative AI in South Korea: A Qualitative Study of Academic, Linguistic, Emotional, and Cultural Adaptation Processes

This study examines how Chinese international students in South Korea utilize generative artificial intelligence (AI) tools and how such use relates to their learning processes and socio-cultural adaptation.Addressing the lack of empirical research on students' lived experiences despite the widespread adoption of systems such as ChatGPT, in-depth interviews were conducted with eight Chinese students at a Korean university, and the data were analyzed using the constant comparative method.The analysis shows that generative AI is perceived as a supportive learning resource that assists academic tasks, enhances linguistic expression, strengthens learning confidence, and provides emotional reassurance.AI use was perceived as helping reduce psychological pressure in unfamiliar academic environments and supporting cultural understanding, as experienced by participants across learning, language use, emotional adjustment, and cultural adaptation.However, concerns related to information reliability, academic integrity, and dependence underscore the need for critical and ethical AI literacy.This study contributes to the literature by bridging research on international student adaptation and AIsupported learning, highlighting how generative AI use is experienced and interpreted by learners within higher education contexts.The findings offer implications for developing AI literacy programs and institutional support systems tailored to international students in Korean universities.