The Impact of the Misuse of AI on the Performance and Competence of English Language Learning at the University Level in Lahore

Abstract

The quick adoption of AI tools in the academic world has altered the ways in which students of universities learn a language, but the over-use of the tools brings up the issue about the real skills development. The research question explored in this study is the impact of AI abuse on the performance and language proficiency of English language learners in the university level in Lahore. The research design applied was a qualitative research design which involved the interviewing of five English language learners and four teachers at a university in the Lahore city, which is in the public sector. Thematic analysis model by Braun and Clarke (2006) was used to analyze the interview data to understand the impact of AI misuse on the learner behavior, language development, and academic performance. The results show that though AI tools assist in grammar correctness, vocabulary development, and writing-organization, excessive use inhibits the creativity and critical thinking among students, as well as their memorization and problem solving skills. Teachers also noted changes in behavior, such as the drop of effort, unwillingness to think independently, and using AI to do even the simplest tasks. The researchers conclude that despite the potential usefulness of AI in terms of linguistic support, its use is counterproductive to the authenticity of language competence and student performance. The ethics of responsible use, instructing towards responsible use, and explicit AI ethics are crucial towards ensuring the self-reliance and language development of learners.