Artificial Intelligence (AI) and English Language Learning (ELL)

Abstract

The present study focused on exploring students’ perceptions regarding the use of Artificial Intelligence (AI) tools in improving English language learning skills. With the integration of AI in education, tools such as grammar checkers, translation systems, writing assistants, and vocabulary-building applications have become generally used among English language learners (ELLs). This study focused on investigating how these tools help in improving learners’ skills in areas such as grammar accuracy, vocabulary development, writing fluency, speaking practice, reading comprehension, and overall confidence in using English. A quantitative research design was used, and data were collected through a structured questionnaire from 50 respondents. The data were analyzed using descriptive statistics, including frequency distributions, means, medians, modes, and standard deviations. The results showed that a major portion of respondents held a positive perception of AI tools, especially in enhancing vocabulary, grammar accuracy, writing skills, and understanding complex texts. Most of the mean scores ranged from moderate to high agreement levels, indicating general acceptance of AI as an effective learning aid. However, the results also showed that perceptions regarding speaking skill development and immediate feedback were relatively varied, suggesting that AI tools are perceived as more effective for written and receptive skills than for oral communication. Overall, the study concludes that AI tools play a significant supportive role in English language learning, although their effectiveness varies across different language skills. The study recommends further enhancement of AI-based speaking applications, integration of AI tools into classroom teaching, and expanded research with larger and more diverse samples to better understand their long-term impact on language learning outcomes.