Exploring artificial intelligence and English language learning practices of undergraduate students
Keywords:
Artificial Intelligence, English Language Learning, Constructivist Learning Theory, Technology Acceptance Model (TAM), Chat GPTAbstract
This study focuses on integrating Artificial Intelligence into English Learning processes and investigates its usage by undergraduate students in the District of Peshawar. The research objectives are the impact of Artificial Intelligence (AI) on students' capacity to acquire, master, and excel in the English language. Also, evaluating their perspectives on its incorporation. Moreover, it aims to assess the adverse effects of AI on pupils' skills and capacities. The investigation evaluates socio-demographic data, advancements in learning outcomes, student attitudes toward AI, comparison to instructor assistance, the entire learning experience, and the influence of AI on students' competencies and capabilities. The data analysis reveals that AI, especially Chat GPT, is perceived positively in District Peshawar. Students find AI tools beneficial for improving their English Learning skills, highlighting the potential benefits of AI in education and fostering hope for the future of learning. However, while AI is often seen as helpful, a balanced approach involving both AI and traditional teaching methods is recommended. Findings indicate that using AI improves efficiency and learning results, but at the same time, it weakens cognitive and problem-solving skills, creativity, and effective learning engagement, and also enhances students' over-reliance on technology.
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The data that support the findings of this study are available from the corresponding author upon reasonable request.
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Copyright (c) 2025 Ifrah Shah, Anbarin Fatima (Author)
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