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Pre-/post-questionnaires and focus group interviews indicate generally positive views, while users express cautious, ethical concerns about reliability and overreliance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nAssistant Professor in Applied Linguistics , University of Tabuk , Tabuk, Saudi Arabia.  \n[malqaed@ut.edu.sa](malqaed@ut.edu.sa)  \nORCID: 0000-0003-3012-2028  \nAbstract. Artificial intelligence (AI) is gaining wide attention in second language learning as a beneficial tool. The current research investigates EFL learners’ perceptions and usage of AI applications among 68 undergraduate English language major students. The aim is to enhance students’ awareness of valuable AI applications and involve them with AI applications to help them correct their English language errors and develop their English usage. The intervention involved guiding participants’ engagement with AI applications through specific prompts and analysing their errors into surface and linguistic categories. The objective of this approach is to raise participants’ awareness of recurrent errors in their English essays. Also, the study gathers participants ’ perceptions before and after using the AI applications through pre-and post-questionnaires and focus group interviews. The participants’ responses are mainly positive, indicating AI holds the potential to significantly enhance their English language across a variety of skills. The results revealed positive engagement with AI applications, although participants expressed cautious usage due to concerns about overreliance and reliability of the information provided. The study recommends that AI can facilitate language learning through immediate feedback and productive interactions. Further research is needed to guide teachers and L2 learners to use AI while learning English ethically.  \nKeywords: Artificial Intelligence; learners’ perceptions; learners’ awareness; English language learning; ChatGPT  \n1. INTRODUCTION  \nArtificial Intelligence (AI) profoundly affects all aspects of our lives, especially language learning and teaching. AI applications are found in smartphones, manufacturing lines, transportation devices, healthcare services and many other fields. AI technologies are rapidly developing beyond our knowledge and tracking. AI is a collaboration between different disciplines; as Bin and Mandal (2019, p. 1) noted, “computer science, cybernetics , information theory, neurophysiology, psychology, philosophy, linguistics, and other disciplines.” These disciplines interact to form a union of these sciences to help humans.  \nAI imitates human practices and intelligence through a computer system (Sindermann et al. , 2021; Sun et al. , 2021) . However, AI can only perform what a human can do and thus cannot be superior to humans’ understanding of human language (Xiaohong & Yanzheng, 2021; Zhang & Chen, 2021) . AI research has focused on creating computer systems that stimulate the human brain and provide an interactional environment with these machines (Sharadgah & Sa’di , 2022) . One of the most used AI tools is intelligent chatbots, which have received wide attention in language teaching and learning (Kohnke et al. , 2023) . Chatbots are computer applications that reproduce human-like conversations through text or voice (Ashfaque et al. , 2020) . Chatbots are programmed with external knowledge and specific guidelines, as they are not intelligent, they cannot aid humans with the knowledge it is not programmed to perform. Lately, AI has developed chatbot techniques to mimic human language data sets, such as machine learning (ML), deep learning (DL) and natural language processing (Jiang et al. , 2022) . Chatbots can communicate with users, learn from previous interactions and act as dependable language assistants (Fryer et al. , 2020) . AI has impacted the educational field , which is the focus of the current paper integrating AI into English language learning.  \nRecent research noted that AI chatbots facilitate second language acquisition. Kim (2019) investigated learners’English grammar improvement, Gallacher et al.","cbCainIeJ95YcdA4","https://ap.wps.com/l/cbCainIeJ95YcdA4","pdf",287271,18,"English","# Abstract\n# 1. Introduction\n## Background: AI and language learning\n## AI tools and chatbots\n## Prior research and gaps\n## Systematic review insights\n## Purpose and scope of the current study","[{\"question\":\"What is the main purpose of the study on AI in English language learning?\",\"answer\":\"The study investigates EFL learners’ perceptions and usage of AI applications to enhance awareness of valuable tools and support correction of English language errors.\"},{\"question\":\"How were participants guided to use AI applications in the intervention?\",\"answer\":\"Participants were guided to engage with AI applications through specific prompts, and their errors in academic essays were analyzed into surface and linguistic categories.\"},{\"question\":\"What did the study find about learners’ attitudes toward AI use?\",\"answer\":\"Learners’ responses were mainly positive, showing potential for improving English language skills, but many reported cautious usage due to concerns about overreliance and information reliability.\"}]","AI in English Language Learning - Saudi Learners’ Perspectives and Usage | PDF",1792066960,45]