University students’ perceptions of using generative artificial intelligence tools for learning English language

Abstract

Generative artificial intelligence (GAI) tools such as ChatGPT, Google Gemini (Bard) and Claude AI have emerged as powerful tools in different aspects of English language learning. These tools provide online learners with personalized, interactive, engaging and productive language learning experiences. Unlike traditional AI, GAI analyses users’ data to create up-to-date and consistent outputs based on previously entered data. The paper explores university students’ perceptions of using GAI tools for learning the English language. The paper examines university students’ perceptions of using GAI tools for learning English. The study was conducted at the International University of Sarajevo in Bosnia and Herzegovina. The research draws on the theoretical models of Borgmann [11], Davis [15], [16], and Shoufan [28]. An adapted survey was distributed to university students enrolled in different programs, and a total number of 226 students participated in the survey (N=226). The research investigated students’ perceptions regarding the awareness of GAI tools, their usefulness, technical usage, and both negative and positive attitudes towards GAI. The independent variables included students’ gender and their field of study. The research results offer insights into current trends in university students’ English language learning and the use of GAI tools, which have become an integral part of university education. 

Keywords: Generative artificial intelligence (GAI), Higher education, English language learning, University students’ perceptions