Integrating AI into Learning English: University Students’ Perceptions and the Roles of Traditional Methods
DOI:
https://doi.org/10.60087/jklst.v4.n2.001Keywords:
AI integration, comparative views , English learning , TAM, traditional learning methodsAbstract
As artificial intelligence (AI) continues to become a more vital component in education, understanding how university students are utilizing AI tools for learning English and how they compare to conventional approaches are essential. This study addresses the lack of a comprehensive overview by exploring university students’ experiences and perceptions of using AI tools for learning English, alongside their comparative view with traditional learning methods. A mixed-methods design was employed to collect data from two universities in Ho Chi Minh city, Vietnam. A total of 100 non-English major students participated in answering a questionnaire grounded in the Technology Acceptance Model (TAM), and ten semi-structured interviews were conducted to gain in-depth insights into students’ attitudes toward learning English with AI tools and in conventional classrooms. The findings revealed that the most frequently used AI tools were Google Translate, ChatGPT, Duolingo and Grammarly. The primary purposes for AI uses were to support writing assignments, improve vocabulary and assist with translation. Students generally perceived AI tools as beneficial, with vocabulary, reading and writing self-reported as the most improved skills. Students’ perceived enjoyment was positively rated though moderate concerns were raised regarding the trust of AI-created content and the need for guided support in optimizing AI-based learning experiences. The majority of students expressed a strong desire for teachers to integrate AI into conventional forms of pedagogy to enhance motivation and engagement in learning English. This requires further research on various methods to effectively apply AI in teaching and language skills.
Downloads
References
Abd Rahim, E. M., Abd Rahim, M. E., Razawi, N. A., & Mohamed, N. A. (2023). Students’ perception on the use of ChatGPT as a language learning tool. Idealogy Journal, 8(2), 70–78. https://doi.org/10.24191/idealogy.v8i2.456
Abdalla, R. A. M. (2024). Examining awareness, social influence, and perceived enjoyment in the TAM framework as determinants of ChatGPT: Personalization as a moderator. Journal of Open Innovation: Technology, Market, and Complexity, 10(3), Article 100327. https://doi.org/10.1016/j.joitmc.2024.100327
Almufarreh, A. (2024). Determinants of students’ satisfaction with AI tools in education: A PLS-SEM-ANN approach. Sustainability, 16(13), 5354. https://doi.org/10.3390/su16135354
Al-Sayid, F., & Kirkil, G. (2023). Exploring non-linear relationships between perceived interac-tivity or interface design and acceptance of collab-orative web-based learning. Education and Infor-mation Technologies, 28(9), 11819–11866. https://doi.org/10.1007/s10639-023-11635-6
Astarilla, L. (2018). University students’ perception towards the use of Duolingo application in learning English. In Proceedings of the CelSciTech-UMRI 2018 Conference (Vol. 3, pp. 1–9). Universitas Muhammadiyah Riau. https://ejurnal.umri.ac.id/index.php/PCST/article/view/985
Balabdaoui, F., Dittmann‐Domenichini, N., Grosse, H., Schlienger, C., & Kortemeyer, G. (2024). A survey on students’ use of AI at a technical univer-sity. Discover Education, 3, Article 51. https://doi.org/10.1007/s44217-024-00136-4
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Dahri, N. A., Yahaya, N., Al-Rahmi, W. M., Al-draiweesh, A., Alturki, U., Almutairy, S., Shutaleva, A., & Soomro, R. B. (2024). Extended TAM-based acceptance of AI-powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study. Heliyon, 10(11), e32220. https://doi.org/10.1016/j.heliyon.2024.e29317
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Dhanapal, C., Asharudeen, N., & Alfaruque, S. Y. (2024). Impact of artificial intelligence versus tra-ditional instruction for language learning: A survey. World Journal of English Language, 14(2), 182–192. https://doi.org/10.5430/wjel.v14n2p182
Dikaprio, V., & Diem, C. D. (2024). How effective is Talkpal.ai in enhancing English proficiency? In-sights from an experimental study. Language Technology and Social Media, 2(1), 48–59. https://doi.org/10.70211/ltsm.v2i1.48
El Missi, M., Jarmouni, R., Chibi, M., & El Ghouati, A. (2024). Exploring students’ perceptions of using Grammarly in academic writing: Master students of the English department as a case study. Interna-tional Journal of Innovative Research and Devel-opment, 13(6), 36-43.
Enzelina, Y. N., Santosa, M. H., & Paramartha, A. A. G. Y. (2023). Exploring English language education major university lecturers’ and students’ percep-tions of AI-based applications in post-pandemic learning. SALEE: Study of Applied Linguistics and English Education, 4(2), 487–502. https://doi.org/10.35961/salee.v4i2.843
Fitriana, K., & Nurazni, L. (2022). Exploring Eng-lish department students’ perceptions on using Grammarly to check the grammar in their writing. Journal of English Teaching, 8(1). https://doi.org/10.33541/jet.v8i1.3044
Franzen, M. D. (2013). Reliability and validity in neuropsychological assessment (2nd ed.). Springer Science & Business Media.
Ghafar, S., Shah, A., & Khan, M. (2023). The role of artificial intelligence technology on English lan-guage learning: A literature review. Canadian Journal of Language and Literature Studies, 3(2). https://doi.org/10.53103/cjlls.v3i2.87
Ho, P. X. P. (2024). Using ChatGPT in English language learning: A study on I.T. students’ atti-tudes, habits, and perceptions. International Jour-nal of TESOL & Education, 4(1), 55–68. https://doi.org/10.54855/ijte.24414
Iqbal, M., Khan, N. U., & Imran, M. (2024). The role of artificial intelligence (AI) in transforming educational practices: Opportunities, challenges, and implications. Qlantic Journal of Social Sci-ences, 5(2), 348–359. https://doi.org/10.55737/qjss.349319430
Janssens, W., Wijnen, K., De Pelsmacker, P., & Van Kenhove, P. (2008). Marketing research with SPSS. Prentice Hall; Pearson Education.
Karyuatry, L., Rizqan, M. D., & Darayani, N. A. (2018). Grammarly as a tool to improve students’ writing quality: Free online proofreader across the boundaries. JSSH (Jurnal Sains Sosial dan Hu-maniora), 2(1), 83–91. https://doi.org/10.30595/jssh.v2i1.2297
Kim, J., Yu, S., Detrick, R., & Li, N. (2024). Ex-ploring students’ perspectives on generative AI as-sisted academic writing. Education and Information Technologies, 30, 1265–1300. https://doi.org/10.1007/s10639-024-12878-7
Kim, Y., Merrill Jr, K., Xu, X., & Kelly, S. (2022). Perceived credibility of an AI instructor in online education: The role of social presence and voice features. Computers in Human Behavior, 136, 107383. https://doi.org/10.1016/j.chb.2022.107383
Koç, Ö., Yüksel, G., & Altun, E. (2021). Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey. English Language Teaching Educational Journal, 4(2), 113–124. https://doi.org/10.12928/eltej.v4i2.4269
Lam, K. W. (2021). The use of Google Translate in English language learning: How students view it. International Journal of Advanced Research in Education and Society, 3(1), 47–53. http://myjms.mohe.gov.my/index.php/ijares
Liu, B. (2023). Chinese university students’ atti-tudes and perceptions in learning English using ChatGPT. International Journal of Education and Humanities, 3(2), 132–140.
Marghany, M. M. (2023). A flipped class-room-based program to develop the Egyptian EFL sophomores’ achievement in morphological affixes. Occasional Papers, 81, 193-218. Higher Institute for Specific Studies. ISSN 1110-2721.
Margiana, & Syafryadin. (2023). Students’ percep-tion of the use Google Translate in English learning. Jadila: Journal of Development and Innovation in Language and Literature Education, 3(2), 171–182.
Moulieswaran, N., & Prasantha Kumar, N. S. (2023). Investigating ESL learners’ perception and problem towards artificial intelligence (AI)-assisted English language learning and teaching. World Journal of English Language, 13(5), 290–298. https://doi.org/10.5430/wjel.v13n5p290
Munday, P. (2016). The case for using Duolingo as part of the language classroom experience. RIED. Revista Iberoamericana de Educación a Distancia, 19(1), 83–101.
Nguyen, H. T. (2022). Vietnamese EFL learners’ perceptions of the use of Google Translate in learning English. International Journal of Educa-tion, Learning and Development, 10(6), 41–53.
Nguyen, K. T., & Thai, C. D. (2024). A study on Duolingo mobile applications to improve EFL stu-dents' listening comprehension performances. Eu-ropean Journal of Alternative Education Studies, 9(1), 217–265. https://doi.org/10.46827/ejae.v9i1.5342
Nguyen, M. V. (2023). Google Translate for writing in an online English class: Vietnamese learners’ perceptions and performances. The EuroCALL Re-view, 30(1), 5–17. https://doi.org/10.4995/eurocall.2023.18246
Nguyen, T. X. (2024). English majors’ perceptions of AI tool application in English language learning at tertiary level in Vietnam. Journal of Knowledge Learning and Science Technology, 3(1), 179–193. https://doi.org/10.60087/jklst.vol3.n1.p193
Pham, A. T., Nguyen, Y. N. N., Tran, L. T., Huynh, K. D., Le, N. T. K., & Huynh, P. T. (2022). University students’ perceptions on the use of Google Translate: Problems and solutions. International Journal of Emerging Technologies in Learning, 17(4), 186–199. https://doi.org/10.3991/ijet.v17i04.28179
Pham, V. P. H., & Le, A. Q. (2024). ChatGPT in language learning: Perspectives from Vietnamese students in Vietnam and the USA. International Journal of Language Instruction, 3(2), 59–72. https://doi.org/10.54855/ijli.24325
Phan, T. N. L. (2023). Students' perceptions of the AI technology application in English writing classes. Proceedings of the AsiaCALL International Con-ference, 4, 45–62. https://doi.org/10.54855/paic.2344
Purwanto, A. A., & Syafryadin. (2023). Students’ perception on using Duolingo for learning English vocabulary. Journal of English Teaching, 9(1), 12–22. https://doi.org/10.33541/jet.v9i1.4506
Putri, S., Erni, & Masyhur. (2024). English study program students’ perception on using Grammarly as an online grammar checker in academic writing. Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia, 3(2), 819–830.
Raza, M. A., & Nor, F. M. (2018). Google Translate in an EFL classroom. International Journal of Translation, 30(1)
Raihan, I., Febriani, R. B., & Irianti, L. (2023). EFL students’ perception of using Grammarly in under-graduate paper writing. International Journal of Innovation and Education Research, 2(1), 26–36. Unib Press.
Rochelle, S., & Sushith. (2024). Exploring the AI era: A comparative analysis of AI-driven education and traditional teaching methods. International Journal of Future Management Research, 6(4), Ar-ticle 24635. https://doi.org/10.36948/ijfmr.2024.v06i04.24635
Rukiati, E., Wicaksono, J. A., Taufan, G. T., & Su-harsono, D. D. (2023). AI on learning English: Ap-plication, benefit, and threat. Journal of Language, Communication, and Tourism, 1(2), 32–40. https://doi.org/10.25047/jlct.v1i2.3967
Shahid, A., Hayat, K., Iqbal, Z., & Jabeen, I. (2023). Comparative analysis: ChatGPT vs traditional teaching methods. Pakistan Journal of Society, Education and Language, 9(2), 585-593. ISSN 2521-8123.
Shaikh, S., Yayilgan, S. Y., Klimova, B., & Pikhart, M. (2023). Assessing the usability of ChatGPT for formal English language learning. European Jour-nal of Investigation in Health, Psychology and Ed-ucation, 13(9), 1937–1960. https://doi.org/10.3390/ejihpe13090140
Shoufan, A. (2023). Exploring students’ perceptions of ChatGPT: Thematic analysis and follow-up sur-vey. IEEE Access, 11, 40505–40517. https://doi.org/10.1109/ACCESS.2023.3268224
Sol, K., Heng, K., & Sok, S. (2024). Using AI in English language education: An exploration of Cambodian EFL university students’ experiences, perceptions, and attitudes. SSRN. https://doi.org/10.2139/ssrn.4687461
Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Olson, C. B. (2024). Comparing the quality of hu-man and ChatGPT feedback of students’ writing. Learning and Instruction, 91, 101894. https://doi.org/10.1016/j.learninstruc.2024.101894
Sumakul, D. T. Y. G., Hamied, F. A., & Sukyadi, D. (2022). Students’ perceptions of the use of AI in a writing class. Advances in Social Science, Educa-tion and Humanities Research, 624, 52–57. https://doi.org/10.2991/assehr.k.220201.009
Tiara, A. D., Rahman, M. A., & Handrianto, C. (2021). The students’ perception about use of Duo-lingo application for improving English vocabulary. Jurnal Dedikasi Pendidikan, 5(2), 372–380. https://doi.org/10.5281/zenodo.5775915
Thanh, B. N., Vo, D. T. H., Nhat, M. N., Pham, T. T. T., Trung, H. T., & Xuan, S. H. (2023). Race with the machines: Assessing the capability of generative AI in solving authentic assessments. Australasian Journal of Educational Technology, 39(2). https://doi.org/10.14742/ajet.8902
Tran, T. N., & Tran, H. P. (2023). Exploring the role of ChatGPT in developing critical digital literacies in language learning: A qualitative study. Proceed-ings of the AsiaCALL International Conference, 4, 1–17. https://doi.org/10.54855/paic.2341
Octavia, A. C. B., & Nugraha, J. (2024). Influence of enjoyment and trust on the use of artificial intelli-gence-based voice assistant in vocational students using Technology Acceptance Model (TAM). Journal of Education and Practice, 4(1), 10–23. https://doi.org/10.26740/joaep.v4n1.p10-23
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Sci-ence, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
Vo, T. K. A., & Nguyen, H. (2024). Generative arti-ficial intelligence and ChatGPT in language learn-ing: EFL students' perceptions of technology ac-ceptance. Journal of University Teaching and Learning Practice, 21(6). https://doi.org/10.53761/fr1rkj58
Ummah, L. K., & Bisriyah, M. (2022). EFL students’ perception on Grammarly Premium’s feedback and dealing with inaccuracies. Journal of English Edu-cators Society, 7(2), 163–172. https://doi.org/10.21070/jees.v7i2.1687
Yana, D. (2021). Applying Duolingo as English learning media: How do students perceive it? In-ternational Journal of Language Pedagogy, 1(2), 62–66.
Yilmaz, H., Maxutov, S., Baitekov, A., & Balta, N. (2023). Student attitudes towards Chat GPT: A technology acceptance model survey. International Educational Review, 1(1), 57–83. https://doi.org/10.58693/ier.114
Yurika, F., Munir, & Farahdiba, S. (2023). Students’ perceptions toward the use of Grammarly as a grammar checker in the process of writing. Journal of Technology in Language Pedagogy, 2(2), 307–319.
Downloads
Published
Data Availability Statement
The data that support the findings of this study can be found at: https://drive.google.com/drive/folders/1CZM2Z-G0ycSN0J9yRqVjObJEJ63TMkh0?usp=drive_link
Issue
Section
License
Copyright (c) 2025 Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online)
This work is licensed under a Creative Commons Attribution 4.0 International License.
©2024 All rights reserved by the respective authors and JKLST.
Copyright: © The Author(s), 2024. Published by 