Students' Views on the Use of Artificial Intelligence in Language for Specific Purposes (LSP) Courses

Abstract

The study examines how Slovenian students perceive the application of AI tools in Language for Specific Purposes (LSP) courses. It focuses on determining whether the respondents' age, gender, and university of enrolment influence their use of AI tools in their LSP course, and whether the respondents' age, gender, and university enrolment impact their perception of their LSP teachers' influence on learning using AI tools. Conducted across four major Slovenian universities, the research involved 239 students and utilised an anonymous online survey. Findings reveal that students frequently utilize AI tools such as ChatGPT, Grammarly, and AI Writer to prepare assignments, enhance writing quality, and acquire new information. However, concerns about over-reliance, reduced critical thinking, and data accuracy continue. Gender differences were observed, with male students using AI tools more often for peer communication and assessment preparation. Teachers' attitudes varied across institutions, with some encouraging the use of AI for learning and others warning about potential ethical risks. The study highlights the need for structured guidelines on AI integration in language learning curricula, enhanced teacher training, and the promotion of balanced AI use alongside developing critical thinking skills. It also stresses the importance of fostering ethical awareness among students.

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