THE IMPACT OF GENERATIVE AI ON ENGLISH LANGUAGE LEARNING: STUDENTS' PERCEPTIONS, OPPORTUNITIES, AND CHALLENGES

Abstract

The rapid development of generative artificial intelligence (GenAI) has introduced new possibilities for foreign language education. Generative AI tools can provide learners with individualized explanations, language practice, feedback, and assistance with academic tasks. At the same time, their growing use has raised concerns about overreliance, information accuracy, academic integrity, privacy, and the development of independent learning skills. This study investigates university students’ perceptions of generative AI in English language learning, focusing on its perceived benefits, challenges, and potential influence on learning motivation. A quantitative survey design is proposed, using a structured questionnaire based on a five-point Likert scale. The study focuses on university students studying English as a foreign or additional language. The research is grounded in recent scholarship demonstrating that GenAI has become an increasingly important area of investigation in English language education, while empirical evidence concerning motivation, long-term learning outcomes, and diverse language skills remains comparatively limited. The study aims to contribute empirical evidence to the discussion of responsible and pedagogically meaningful AI integration in English language education