INDONESIAN UNIVERSITY STUDENTS’ PERCEPTION OF THE USE OF AI TOOLS FOR ENGLISH LANGUAGE LEARNING

Abstract

Artificial intelligence (AI) has increasingly been integrated into English language learning, yet limited evidence is available regarding how Indonesian university students perceive its effectiveness. This study examines students’ perceptions of AI-powered platforms in supporting English language learning. Using a descriptive survey design, 330 university students from nine institutions across Indonesia participated in the study. A structured Likert-scale questionnaire collected data on AI use frequency, perceived effectiveness, satisfaction, and perceived learning outcomes. The findings indicate that 90.9% of students used AI tools at least several times a week. Regarding speaking and listening, 97.0% rated AI tools as effective or very effective in supporting their learning, comprising 90.9% who rated them as effective and 6.1% as very effective. In addition, 69.7% reported being satisfied or very satisfied with their AI-supported learning experience. These findings suggest that students with prior AI experience generally perceived AI tools as useful supplementary resources for English language learning, particularly for supporting speaking and listening practice. However, the findings reflect students’ reported perceptions rather than objectively measured improvements in English proficiency. These findings provide implications for educators and other stakeholders regarding the use of AI tools as supplementary resources in Indonesian higher education.