Student perceptions of AI use in EFL classes: A gender-based perspective
TL;DR
It is suggested that while AI tools offer significant educational benefits, pedagogical interventions should be personalized to address gender-specific usage patterns and concerns, ensuring equitable access and fostering critical thinking to avoid over-reliance.
Abstract
The rapid development of Artificial Intelligence (AI) has significantly reshaped English as a Foreign Language (EFL) education. This study investigates Indonesian EFL students' perceptions of artificial intelligence (AI) use in their language learning, focusing on a gender-based perspective to identify local patterns in gender dynamics in AI-enabled language learning. Using a mixed-methods design, quantitative and qualitative data were collected from 40 undergraduate EFL students (24 females, 16 males) via a structured questionnaire comprising scaled and open-ended items. Quantitative findings revealed a moderate level of self-reported AI dependency, with females showing a slightly higher dependency score (M = 5.50/10, SD = 1.77) than male students (M = 5.13/10, SD = 1.86), though the difference was not statistically significant (p = 0.652). Qualitative thematic analysis revealed more noticeable gender differences in concerns and usage habits: female students expressed greater concerns regarding AI inaccuracies (+27% compared to male students) and greater awareness of access limitations (+25%), while also reporting higher engagement in proofreading and independent verification practices (+25%) to lessen AI errors. Conversely, convenience and speed were primary motivations for both genders. This study suggests that while AI tools offer significant educational benefits, pedagogical interventions should be personalized to address gender-specific usage patterns and concerns, ensuring equitable access and fostering critical thinking to avoid over-reliance.