Exploring the potential of GenAI for personalised English teaching: Learners' experiences and perceptions
Abstract
Artificial intelligence has become seamlessly integrated into personal, professional, and educational spheres. Generative AI (GenAI), in particular, is revolutionising content creation in second language (L2) writing instruction through advanced machine learning models. This study examines the influence of GenAI on L2 learners' language competencies, focusing on tools commonly used by first-year English for Academic Purposes students. Through qualitative and quantitative analysis, including surveys and interviews, this research explored students’ experiences and perceptions of GenAI tools, including Grammarly and Quillbot. The findings revealed that two-thirds of the students (66.7%) regularly used these tools, which they found particularly helpful for improving grammar, writing, vocabulary, and reading skills. Interview insights indicated that the students appreciated the personalised feedback and creative support provided by GenAI tools, although they also acknowledged risks such as irrelevant feedback and potential overreliance. We suggest that while GenAI tools enhance language learning by providing personalised and adaptive support, they should complement rather than replace traditional methods. Our results underscore the need for professional development for educators and the establishment of guidelines to address academic integrity and data privacy.
Link to publication in Science Direct
