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.

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