University Students' Perceptions of AI-Powered Tools for English Language Learning: Opportunities and Challenges

Abstract

The integration of artificial intelligence-powered tools in higher education fundamentally transforms teaching and learning processes, particularly in foreign language acquisition. This study investigated university students' perceptions of artificial intelligence-powered tools for English language learning, focusing on opportunities and challenges from learners' perspectives. A descriptive mixed-methods design was employed with sixty upper-intermediate level students enrolled in two sections of English 7 at Universidad Agraria del Ecuador. Data were collected through a thirty-two item structured questionnaire and twelve semi-structured interviews. Results revealed generally positive perceptions of opportunities provided by artificial intelligence tools, with a mean score of four point zero one, highlighting continuous availability, immediate feedback, and personalized support. However, participants also identified significant challenges, including concerns about over-reliance, uncertainty regarding appropriate use, and academic integrity issues. Findings demonstrate that students possess sophisticated metacognitive awareness about implications of artificial intelligence use, simultaneously recognizing genuine benefits and potential risks. The study contributes empirical evidence centering student voices in conversations about artificial intelligence integration in language education, suggesting urgent need for explicit pedagogical frameworks, clear institutional guidelines, and development of critical artificial intelligence literacy.