This comparative case study examined the experiences of urban and rural elementary school students in Korea using PengTalk, an AI-based English learning application. Using a mixed-methods approach, the study analyzed student surveys, usage records, and interviews. Quantitative data were examined through descriptive statistics and Mann-Whitney U tests, while qualitative responses were analyzed thematically. Both groups expressed positive perceptions, especially regarding PengTalk’s gamified and interactive features. Urban students outperformed their rural peers in average scores (82.5 vs. 75.8) and cumulative totals (28,224 vs. 12,369). However, gamification alone was insufficient to sustain engagement, particularly in the rural school. Major challenges included limited digital literacy and inadequate instructional support in the rural school, as well as technical issues such as voice recognition errors in the urban school. The findings indicate that student engagement with AI tools depends not only on application design but also on contextual factors such as access, support, and digital infrastructure. This study concludes with recommendations for more inclusive and equitable AI-assisted language learning environments.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Disparities in English Language Education and the Role of AI Chatbots
    2.2. Gamification in EFL Education
    2.3. Self-regulated Learning in Language Learning
3. METHODS
    3.1. Participants and Context
    3.2. Data Collection and Analysis
4. RESULTS AND DISCUSSION
    4.1. Student Perceptions of AI PengTalk
    4.2. Motivational Features of AI PengTalk
    4.3. Student Effort and Achievement Using AI PengTalk
5. CONCLUSION AND RECOMMENDATIONS
REFERENCES

• Eun-Young Jeon(Research Professor, Institute of Humanities, Yonsei University, 50 Yonsei-Ro, Seodaemun-gu, Seoul 03722, Korea)