Students’ perception of the impact of AI generative tools in learning the English language
DOI:
https://doi.org/10.69496/cjess.v1i2.38Keywords:
AI-generative tool, Challenge, Social impact, Opportunity, PerceptionAbstract
The advancement of AI techniques has presented several challenges for teachers and learners in language classrooms. Yet, students have demonstrated rapid improvements when given direct opportunities to experiment with advanced software. Despite AI’s substantial progress, the core of teacher-learner exchanges remains deeply anchored in human intelligence. As technology becomes more integrated into language classrooms, AI needs to imitate and complement human interactions effectively. This study aimed to investigate students' perceptions of generative tools’ impacts on their writing abilities. A quantitative design was employed, and the research was conducted at the National University of Cheasim Kamchaymear. The study involved 120 participants, consisting of 38 males and 82 females. Students’ writing capabilities using the generative tools were evaluated across different dimensions as part of a broader research framework. The findings emphasize the significance of AI advancements in enhancing students' writing skills while preserving key human-centered teaching dynamics. Future studies should be conducted with a bigger sample size with more universities using more advanced statistics. Qualitative and combined designs should also be taken into consideration.
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