University EFL Students’ Perceptions of Artificial Intelligence in Higher Education Learning Environments
TL;DR
The findings reveal that EFL students demonstrate high familiarity with AI applications, especially for language learning, doing tasks, and perceive AI as a supportive learning assistant that enhances efficiency, autonomy, and confidence.
Abstract
This study explores university EFL students’ perceptions of Artificial Intelligence (AI) in higher education learning environments, particularly within Faculty of Teacher Training and Education in Indonesia. Employing a qualitative phenomenological design, data were collected through semi-structured interviews with nine students from the Faculty of Teacher Training and Education who actively use AI-assisted tools in their academic activities. The findings reveal that EFL students demonstrate high familiarity with AI applications, especially for language learning, doing tasks, and perceive AI as a supportive learning assistant that enhances efficiency, autonomy, and confidence. AI tools are widely valued for providing immediate feedback, facilitating comprehension, and reducing learning anxiety through flexible and interactive learning experiences. However, the study also identifies critical concerns related to accuracy, ethical integrity, and dependency, as excessive reliance on AI may hinder critical thinking and academic responsibility. These findings highlight the dual role of AI as both an empowering pedagogical resource and a potential challenge when used uncritically. The study underscores the importance of developing deeper AI literacy and institutional guidance to ensure responsible, ethical, and cognitively meaningful AI integration in higher education.