An Exploratory Qualitative Investigation of ESL Postgraduate Students’ Experiences and Perceptions of AI-assisted English Language Learning

Abstract

Artificial intelligence (AI) is considered a valuable tool for enhancing postgraduate students' English Language Learning (ELL) skills. Grounded in cognitive learning theory, this research highlights the role of AI in supporting student language learning experiences. Specifically, the small-scale exploratory study examines how students perceived the use of AI in supporting their English language learning, the perceived benefits of AI integration on their academic development, and their perceptions on the roles of teachers in this evolving context. A qualitative research approach using a case study design was employed in this study. Semi-structured interviews were conducted with three participants to gather the data. Using thematic analysis, the findings revealed that although there were persistent challenges such as technical constraints and content inadequacy, AI was perceived to assist students through active learning in the absence of their lecturers. Furthermore, teachers are expected to guide students in using AI and should actively upskill themselves. Consequently, AI was considered useful in advancing ESL postgraduate students' ELL development. These results add to the literature on AI integration in English language education, serving as a reference for future research and offering practical insights for educators and policymakers.