Exploring Student Beliefs

Does Interaction with AI Language Tools Correlate with Perceived English Learning Improvements

Bibliographic Data

ID22048462
AuthorsZuraina Ali (0000-0002-1527-6320, Universiti Malaysia Pahang Al-Sultan Abdullah), Sareen Kaur Bhar (0000-0003-2019-1150, Multimedia University, corresponding author), Siti Norzaimalina Abd Majid (0000-0002-2613-8134, Universiti Malaysia Pahang Al-Sultan Abdullah), Siti Zaimaliza Masturi (Tun Hussein Onn University of Malaysia)
Year2025
Volume15
Issue5
Pages522
Publication date2025-04-23
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15050522
OpenAlexW4409729462
LanguageEN
References cited45

The development of artificial intelligence has revolutionized language learning approaches with AI-assisted language applications (AiLAs) like Grammarly, Siri, and ChatGPT 3.5, offering self-paced learning, tailored feedback, and increased engagement. There is, however, not much understanding about AI’s precise effects on perceived English learning improvements among students, as the majority of current research concentrates on the fact that AI is generally regarded as a language support tool. This study investigates the relation between students’ beliefs of using AiLA in terms of duration, frequency, familiarity, and user satisfaction to improve their learning of English. Fifty-five (55) undergraduate students between the ages of 21 and 24 participated in the survey. The results showed that the duration of use and perceived English learning improvements had a moderate positive relationship, indicating that extensive use of AiLA aids in language acquisition. Frequency of use, however, had little effect, suggesting that frequent use of AiLA may not be enough. There was a small and statistically insignificant correlation between students’ perceived English learning improvement and their familiarity with AiLA. Additionally, there was a minimal to no significant correlation between user pleasure and perceived improvements in English learning, indicating that enjoyment of AiLA is not closely related to the use of the tools. These findings demonstrate that AiLA needs to be systematically incorporated into instruction, with a focus on interactive and adaptable features rather than passive engagement. To maximize language acquisition, developers should improve AI-driven feedback and adaptive learning pathways, while educators should integrate AiLA into collaborative learning

Cognitive psychology · Language proficiency · Linguistics · Mathematics education · Computer Science · Online Learning and Analytics · Psychology

Tools

Open DOIOpen Access