Exploring ESL Learners’ Perceptions and Practices of Artificial Intelligence in the English Language Classroom

Abstract

Artificial intelligence (AI) has reshaped English language learning by providing innovative opportunities for individualized, interactive, and self-directed learning. Even though AI is becoming more widely used in language learning, few qualitative studies have examined how ESL learners perceive and practice AI, especially in the setting of Pakistani higher education. The purpose of this study is to explore ESL learners' perceptions and practices of AI in the English language classroom, using a qualitative research methodology. In this context, 12 ESL students who had experience with AI-powered tools were selected using purposive sampling for semi-structured interviews. An expert-validated interview technique was used to gather data through semi-structured interviews, and the six-phase thematic analysis proposed by Braun and Clarke was used for analysis. The results revealed that participants actively practiced AI technologies, such as ChatGPT, DeepSeek, Grammarly, and Duolingo, in their English language learning routines and had generally positive perceptions of AI. The practice of AI to enhance writing, reading, vocabulary, grammar, and general language ability was reported by the participants. The study also found that AI encouraged independent learning and aided in the growth of critical thinking, creativity, problem-solving, and other crucial 21st-century abilities. On the other hand, ESL learners pointed out some challenges, such as over-reliance, fake information and internet issues. Overall, the results confirm the Technology Acceptance Model by showing how learners' perceptions of AI's usefulness and ease of use affect its acceptance in English language learning.