An Exploration of Effectiveness of Artificial Intelligence (AI) Tools in English Language Learning at the Undergraduate Level in Pakistan

Abstract

Aim of the Study: The purpose of the study was to explore the efficacy of artificial intelligence-powered tools in the learning of English as a second language at undergraduate level in Pakistan.

Methodology: A mixed-method approach was adopted to accomplish the set-out objectives. Davis’s (1989) Technology Acceptance Model was utilized to explore the elements that influenced ESL undergraduate students' decisions to accept or reject AI language learning technology. An online questionnaire was administered to 67 randomly selected ESL undergraduate students in order to gather numerical (quantitative) data. Semi-structured interviews were done with 12 ESL respondents who were purposefully chosen to get qualitative data. In terms of data analysis, SPSS version 27 was used to analyze the numerical data.

Findings: The results of the study showed that AI tools such as Grammarly, Duolingo, ChatGPT, Quillbot, and ELSA were used by the participants and improved their English language skills (speaking, writing, reading, and listening). The study's results also indicate that ESL students had positive opinions about using AI tools to learn English. Finally, the study identified the difficulties that ESL students had to overcome, such as contextualization problems, internet connectivity problems, a lack of human interaction, and technological limitations. Furthermore, the results derived from the open-ended questions in the semi-structured interviews were interpreted using Braun and Clarke's (2006) theme analysis approach. Five themes were generated: AI enhance/improve English language proficiency, immediate feedback and suggestions, customized learning, engaging and effective learning, and accuracy issues.

Conclusion: The study's findings demonstrated that factors like the usefulness of AI tools, their ease of use, and their capacity to function anywhere, at any time, influenced students' acceptance of AI-powered tools.