Generative AI as a Cognitive Co-Pilot in English Language Learning in Higher Education

Abstract

Despite the global integration of generative artificial intelligence (GenAI) tools in higher education, limited research exists on how demographic factors such as gender and academic level shape their adoption and usage, particularly in language learning contexts outside Western settings. This study aimed to fill this gap by examining the usage patterns, satisfaction levels, and acceptance factors of GenAI tools among English major students in Indonesian higher education. Employing a mixed-methods approach, the research collected data from 277 students using surveys and structured interviews to gauge both quantitative and qualitative aspects of GenAI tool utilization. The results indicate ChatGPT, Google Translate, and Grammarly as the most utilized tools for writing assistance, language learning, and research tasks, with consistent satisfaction across demographics. Performance expectancy emerged as the most influential acceptance factor, followed by effort expectancy and facilitating conditions, while social influence played a moderate role. Qualitative findings reveal students rely on GenAI for grammar refinement, translation accuracy, content exploration, and idea generation, reflecting critical and reflective engagement. Nonetheless, concerns about overreliance and ethical implications accentuate the need for balanced integration. These findings inform tailored educational strategies, emphasizing ethical use and fostering critical thinking in GenAI adoption for English language education.

Ähnliche Arbeiten