As AI tools become part of daily study routines, how do English learners decide when to rely on teachers and when to turn to technology? This qualitative case study examines one motivated EFL student’s 3-month experience using both human and AI feedback on his speaking and grammar. Analysis of reflections and transcripts revealed three main themes: personalization, emotional safety, motivation, and strategic adaptation over time. The student valued his teacher’s contextual explanations but appreciated AI’s instant, non-judgmental responses depending on the mode of the interaction. We believe that AI can play a vital role in complementing teachers’ roles and enabling students to gain confidence and autonomy in their learning. Genuine reflections of an EFL learner may be useful in exploring the links between AI and human interactions in language learning.
