PERCEPTIONS OF ESL STUDENTS ON THE INTEGRATION OF AI-POWERED TECHNOLOGIES FOR ENHANCING ENGLISH LANGUAGE PROFICIENCY

Abstract

The rapid integration of Artificial Intelligence (AI) in educational contexts has reshaped the way English as a Second Language (ESL) learners engage with language learning. This study explores ESL students’ perceptions regarding the use of AI-powered technologies to enhance their English language proficiency. The primary aim of the study is to examine how ESL learners perceive the effectiveness, usability, and limitations of AI tools such as chatbots, grammar checkers, and personalized learning platforms in improving their language skills. A quantitative research methodology was employed, using a structured questionnaire administered to 100 ESL students from various academic backgrounds. The collected data were analyzed using SPSS software to calculate frequencies, percentages, and patterns in responses. The analysis revealed diverse attitudes: a considerable number of students expressed positive perceptions of AI tools, particularly appreciating their convenience, feedback mechanisms, and role in conversational practice. Over 75% of the respondents have expressed satisfaction with education based on the support, interaction, adaptation, and satisfaction of the user. This result indicates that AI is considered to be a variation in ESL education, as well as a valuable supplement to traditional instruction. This study shows the importance of integrating students' perspectives for designing and implementing educational practices. The study concludes that AI-powered tools have the potential to support English language development among ESL learners, especially when used alongside teacher guidance. For effective implementation, institutions must provide digital literacy training and ensure a balanced approach that integrates both AI technologies and pedagogical support. The findings contribute to the growing body of research advocating for thoughtful and strategic use of AI in language education.