ESP students’ use of artificial intelligence-based applications in autonomous English learning: Perceived benefits and challenges
DOI:
https://doi.org/10.30659/elitation.2.2.180-192Keywords:
artificial intelligence, autonomous learning, English language, ESP studentsAbstract
The development of AI has had a significant impact on language learning, including in the context of ESP. Through features like adaptive learning and conversational practice, AI applications empower learners to study autonomously. However, despite proven advantages for general English learners, studies focusing on ESP students’ use of AI-based applications and related challenges in autonomous learning contexts remain limited. Furthermore, there is a lack of quantitative, systematic descriptive data on how ESP students use AI and the prevalence of the difficulties they encounter. Therefore, this study aims to investigate the extent to which ESP students use and perceive the benefits of AI-based applications in autonomous English learning and to identify the types and frequency of challenges they face. This study uses a quantitative descriptive method with a survey approach involving 163 students from four departments: Civil Engineering, Management, Communication Science, and Nursing. Data were collected through a structured questionnaire and semi-structured interviews. The questionnaire gathered information on the types of applications used, the frequency and duration of use, and students’ perceptions of perceived benefits and challenges using a four-point Likert scale, while interviews were conducted to support and clarify the survey findings. Quantitative data were analysed using frequency, percentage, mean, and standard deviation, and qualitative data were used as confirmatory evidence. The findings show that ChatGPT was the most frequently used AI application (51.77%), and most students reported using AI one to two times per week (35%). Students generally perceive these tools as effective in facilitating comprehension and improving language skills, although challenges such as unstable internet connections, subscription costs, and contextual or technical limitations persist. Overall, the findings provide insights for developing more effective technology-integrated ESP learning strategies.
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