Students' Experiences with Artificial Intelligence Tools in English Language Learning: A Descriptive Study

Ridwan Vienendra; Hustarna; Failasofa

doi:10.24256/ideas.v14i2.12732

Authors

Ridwan Vienendra Master's Program in English Education, Faculty of Teacher Training and Education, Universitas Jambi, Indonesia
Hustarna Master's Program in English Education, Faculty of Teacher Training and Education, Universitas Jambi, Indonesia
Failasofa Master's Program in English Education, Faculty of Teacher Training and Education, Universitas Jambi, Indonesia

DOI:

https://doi.org/10.24256/ideas.v14i2.12732

Keywords:

Artificial intelligence; English language learning; qualitative study; students' experiences; thematic analysis

Abstract

Research on AI in language education has mostly examined perceptions, acceptance, and effectiveness, leaving students' lived experiences insufficiently understood. This study explores students' experiences in using generative Artificial Intelligence (AI) tools, namely ChatGPT, Claude, and Gemini, which are commonly used to support language learning, in English language learning. Employing a qualitative descriptive design, data were collected through semi-structured interviews and document analysis. Five participants, consisting of Master's students in English Language Education, one of whom is also an active English teacher, participated in the study. The data were analysed using the six-phase thematic analysis procedure of Braun and Clarke (2006). The findings reveal that students' experiences with AI can be understood through five interrelated dimensions: cognitive, affective, social, technological, and overall experience. Cognitively, AI supported material comprehension, language-skill development, and academic writing. Affectively, participants reported increased comfort and confidence associated with AI use, alongside persistent anxiety and mistrust toward the accuracy of AI-generated content. Socially, AI both facilitated and reshaped peer and lecturer interaction through additional verification practices, while raising ethical concerns about dependency and academic honesty. Technologically, ease of use was closely tied to digital literacy and prompting skill, and was constrained by internet connectivity and subscription costs. Overall, participants evaluated their experience as positive but conditional, cautioning that overreliance on AI risks shallow understanding and reduced critical thinking. The study contributes a multidimensional understanding of students' experiences with AI and points to practical implications for AI literacy training, ethical AI use, and teacher guidance.

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