Student Perceptions of Generative Artificial Intelligence and Their Influence on English Language Learning

Abstract

Generative Artificial Intelligence (GenAI) has emerged as a transformative technology in higher education, offering personalised learning support and enhancing various aspects of English language learning. However, empirical evidence regarding university students' perceptions of GenAI and its effect on English language learning remains limited. To assess students' perceptions of Generative Artificial Intelligence and its influence on English language learning, and to examine the association among students' observations of GenAI and English language learning. A quantitative cross-sectional study was directed between university students using a structured questionnaire. The instrument assessed student perceptions of GenAI, English language learning, and responsible AI use using a five-point Likert scale. Data were analysed using descriptive statistics, correlation, Chi-square test, and regression. Students demonstrated positive perceptions of GenAI, with favourable mean scores across all questionnaire domains, indicating recognition of its educational value in supporting English language learning. However, correlation revealed a weak positive, non-significant relationship between students' perceptions and English language learning. Similarly, regression analysis showed that students' perceptions did not significantly predict English language learning outcomes. University students viewed GenAI as a valuable supplementary tool for English language learning, particularly for improving language skills and promoting independent learning. Nevertheless, positive perceptions alone were insufficient to predict learning outcomes, highlighting the importance of digital literacy, responsible AI use, and effective instructional support. Integrating GenAI with appropriate pedagogical strategies may enhance its educational effectiveness while maintaining academic integrity.