Investigating University Students’ Perceptions and Experiences with AI-Assisted English Language Learning

Abstract

This qualitative study examines first-year university students’ perceptions and experiences of AI-assisted English language learning at a state university in Türkiye. Thirteen students who had prior experience with AI tools participated in the study. Data were collected through face-to-face semi-structured interviews lasting about 30–40 minutes. Thematic analysis, following Braun and Clarke’s (2006) six-phase process, was used to analyze the data. The analysis revealed three main themes: AI engagement practices, perceived benefits, and challenges. Students stated that AI tools supported autonomous learning by aiding planning, revision, and progress tracking. Benefits included immediate feedback, flexible practice options, increased motivation, and a boost in confidence. Challenges included overreliance on AI, inconsistent feedback, limited human interaction, and cost-related access barriers. The results suggest that AI-assisted tools can effectively enhance language learning and promote learner independence; however, careful guidance and integration are essential to mitigate potential challenges. Recommendations for educators and curriculum developers are presented, highlighting strategies to maximize the use of AI in higher-education language learning.

Keywords

• Artificial intelligence
• Language learning
• Higher education
• Learner experiences

Öğrencilerin Yapay Zeka Destekli İngilizce Dil Öğrenimine İlişkin Algı ve Deneyimlerini İnceleme: Üniversite Öğrencilerinden Elde Edilen Bulgular

Abstract

Bu nitel araştırma, Türkiye’deki bir devlet üniversitesinde birinci sınıf üniversite öğrencilerinin yapay zeka (YZ) destekli İngilizce öğrenimine ilişkin algılarını ve deneyimlerini incelemektedir. Araştırmaya, daha önce yapay zeka araçlarını kullanmış olan on üç öğrenci katılmıştır. Veriler, yaklaşık 30–40 dakika süren yüz yüze yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Verilerin analizinde Braun ve Clarke’ın (2006) altı aşamalı sürecini izleyen tematik analiz kullanılmıştır. Analiz, üç ana tema ortaya çıkarmıştır: YZ kullanımı, algılanan faydalar ve zorluklar. Öğrenciler, YZ araçlarının planlama, tekrar ve ilerleme takibine yardımcı olarak özerk öğrenmeyi desteklediğini belirtmiştir. Faydalar arasında anında geri bildirim, esnek alıştırma seçenekleri, artan motivasyon ve özgüven artışı yer almaktadır. Zorluklar arasında ise YZ araçlarına aşırı bağımlılık, tutarsız geri bildirim, sınırlı insan etkileşimi ve maliyetle ilgili erişim engelleri gösterilmiştir. Sonuçlar, YZ destekli araçların dil öğrenimini etkili bir şekilde geliştirebileceğini ve öğrenenlerin bağımsızlığını artırabileceğini göstermektedir; ancak, olası zorlukları azaltmak için dikkatli rehberlik ve entegrasyon şarttır. Yükseköğretimde dil öğreniminde YZ kullanımını en üst düzeye çıkarmak için eğitimciler ve müfredat geliştiriciler için öneriler sunulmuştur.

Keywords

• Artificial intelligence
• Language learning
• Higher education
• Learner experiences

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