Students' Perception of AI Tools in Boosting Motivation for English Learning
DOI:
https://doi.org/10.24256/ideas.v13i2.8854Keywords:
artificial intelligence, emotional responses, english language learning, student motivationAbstract
Artificial Intelligence (AI)-based tools such as ChatGPT, Grammarly and Google Translate are being used more in English language learning but studies have focused mostly on their technical effectiveness rather than associated emotions or motivation. This qualitative descriptive study explored how students perceived the effects of AI tools on their motivation, confidence, and engagement in learning English. At UIN Syarif Hidayatullah Jakarta, data were obtained from 36 fifth-semester English Education students. All participants received a questionnaire, and for the structured interview, five students were selected. The analysis was conducted inductively, and thematic responses from the questionnaires were complemented and used to illustrate the derived themes. The vast majority of students, 77.8%, stated that using AI tools helped them understand difficult materials and receive feedback instantly. The same percentage (72.3%) said they felt more comfortable and confident practicing English with AI, and 72.3% felt more actively involved and had more fun. 54.3% of the participants stated that using AI tools motivated them to perform more difficult tasks, while 30.6% said they did not have a problem with this. The accuracy and overuse of AI tools were the main issues identified by the participants. This study demonstrates that AI tools have altered the emotional and engagement aspects of learning English as a Foreign Language (EFL).
References
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Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
Alfaleh, M., Albasis, H. H., & Mohamed, A. M. (2025). EFL learners’ motivation and engagement with oral reading activities and AI tools: Exploring the effect of gender, study level, and English language proficiency. Cogent Education, 12(1), 2542395. https://doi.org/10.1080/2331186X.2025.2542395
Alghasab, M. (2025). Insights into EFL Students’ Perceptions of the ‘ChatGPT Essentials’ Training Course for Language Learning. Education Sciences, 15(9), 1138. https://doi.org/10.3390/educsci15091138
Alkharusi, H. (2022). A Descriptive Analysis and Interpretation of Data from Likert Scales in Educational and Psychological Research. Sultan Qaboos University.
An, X., Chai, C. S., Li, Y., Zhou, Y., & Yang, B. (2023). Modeling students’ perceptions of artificial intelligence assisted language learning. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2023.2246519
Annamalai, N., Eltahir, M. E., Zyoud, S. H., Soundrarajan, D., Zakarneh, B., & Al Salhi, N. R. (2023). Exploring English language learning via chatbot: A case study from a self-determination theory perspective. Computers and Education: Artificial Intelligence, 5, 100148. https://doi.org/10.1016/j.caeai.2023.100148
Bekele, W. B., & Ago, F. Y. (2022). Sample size for interview in qualitative research in social sciences: A guide to novice researchers. Research in Educational Policy and Management, 4(1), 42–50. https://doi.org/10.46303/repam.2022.3
Bujang, M. A., Sa’at, N., & Sidik, T. (2024). Sample Size Guidelines for Questionnaire and Reliability Testing in Education Research. Malaysian Journal of Medical Sciences, 31(1), 45–55. https://doi.org/10.21315/mjms2024.31.1.5
Chiu, T. K. F., & Moorhouse, B. L. (2023). Teacher support and student motivation to learn with artificial intelligence–based chatbots. https://selfdeterminationtheory.org/wp-content/uploads/2023/07/2023_ChiuMoorhouseEtAl_TeacherSupport.pdf
Creswell, J. W. (1998). Qualitative Inquiry and Research Design: Choosing Among Five Traditions. Sage Publications, Inc.
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Du, J. (2024). The impact of ChatGPT on English for Academic Purposes students’ language learning experience: A self-determination theory perspective. Education Sciences, 14(7), 726. https://doi.org/10.3390/educsci14070726
Fan, G., Liu, D., Zhang, R., & Pan, L. (2025). The impact of AI-assisted pair programming on student motivation, programming anxiety, collaborative learning, and programming performance. International Journal of STEM Education, 12(16). https://doi.org/10.1186/s40594-025-00537-3
Lee, Y.-J., Davis, R. O., & Lee, S. O. (2024). University students’ perceptions of artificial intelligence-based tools for English writing courses. Online Journal of Communication and Media Technologies, 14(1), e202412. https://doi.org/10.30935/ojcmt/14195
Li, Y., Zhou, X., & Chiu, T. K. F. (2024). Systematic review on artificial intelligence chatbots and ChatGPT for language learning and research from a self-determination theory perspective. Interactive Learning Environments. https://doi.org/10.1080/10494820.2024.2400090
Ma, Q. (2025). Human-centered AI in language education: Balancing automation with independent thinking. Language Learning & Technology, 29(1), 45–62.
Malykhin, O., Aristova, N., & Dybkova, L. (2025). Using AI Tools for Personalising Learning in the English Language Classroom: Computer Science Undergraduate Students’ Perceptions. Environment Technology Resources Proceedings of the International Scientific and Practical Conference, 3, 213–217. https://doi.org/10.17770/etr2025vol3.8536
Mohamed, A. M., Shaaban, T. S., Bakry, S. H., Guillén-Gámez, F. D., & Strzelecki, A. (2025). Empowering the faculty of education students: Applying AI’s potential for motivating and enhancing learning. Innovative Higher Education, 50, 587–609. https://doi.org/10.1007/s10755-024-09747-z
Moybeka, A. M. S., Syariatin, N., Tatipang, D. P., Mushthoza, D. A., Dewi, N. P. J. L., & Tineh, S. (2023). Artificial intelligence and English classroom: The implications of AI toward EFL students’ motivation. Edumaspul - Jurnal Pendidikan, 7(2), 2444–2454. https://doi.org/10.33487/edumaspul.v7i2.6669
Phan, T. N. L. (2023). Students’ perceptions of the AI Technology Application in English writing classes. Proceedings of the AsiaCALL International Conference, 4, 45–62. https://doi.org/10.54855/paic.2344
Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., Iahad, N. A., & Abdulla, A. A. (2025). Higher education students’ perceptions of ChatGPT: A global study of early reactions. PLoS ONE, 20(2), e0315011. https://doi.org/10.1371/journal.pone.0315011
Robinson, M. A. (2018). Using multi-item psychometric scales for research and practice. Human Resource Management, 57(3), 739–750. https://doi.org/10.1002/hrm.21852
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
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