As artificial intelligence becomes increasingly integrated into language learning, it offers conveniences like real-time feedback, yet ethical concerns such as data privacy and bias have surfaced. Despite its prevalence, a gap remains in understanding how learners navigate this dual experience. This exploratory study aims to examine the perceived conveniences learners experience through artificial intelligence, while investigating the ethical concerns influencing their engagement. Understanding this is significant for balancing innovation with ethical integrity. The study was conducted across three regions in the Philippines, Zamboanga Peninsula, Northern Luzon, and Western Visayas, to capture geographically diverse perspectives. Through purposive sampling, eighteen higher education students actively using artificial intelligence in their language studies participated in one-on-one, semi-structured interviews. Data were analyzed using reflexive thematic analysis. Beyond pedagogical strengths, findings revealed that students value efficiency and vocabulary support but worry about accuracy and privacy. Crucially, they view artificial intelligence as a tool that cannot replace the empathy and cultural nuance of human teachers. Findings will inform educators, developers, and policymakers on prioritizing transparency and adopting a hybrid approach to language learning.

Artificial intelligence (AI) is capable of performing various tasks and has been applied across multiple fields, including higher education. AI is increasingly used in teaching, learning, and classroom assessment. The primary aim of this study is to compare human assessments and AI-assisted assessments in Moroccan higher education, focusing on summative e-assessments. The primary question of the study is: How does AI-assisted assessment differ from human assessment in evaluating assignments in Moroccan higher education? The study yields data specific to the Moroccan context, filling the gap in this concern; it also provides educators and policymakers with a clear view of the similarities and differences between human and AI-assisted assessment. Writing assignments from EFL classes in two departments at the Faculty of Letters and Humanities, Dhar El Mahraz, were graded by their respective instructors and ChatGPT-4. The results of this study showed that AI grading produced higher scores than human grading, with differences that are both statistically significant in the department of French language studies, while in the department of psychology, the differences between human grading and AI grading are neither statistically significant nor practically large, suggesting that AI grading is comparable to human grading. The study’s findings imply that the grading system for AI might be different and is, therefore, incapable of replacing the human aspect of the grading process in Moroccan higher education, opening the possibility to enhance AI models of assessing EFL and align them with human standards of assessing EFL.

Tertiary translation education is essential for cultivating talents in cross-cultural communications in the age of language automation. However, the mismatch between current translation pedagogy and the language industry is palpable. While artificial intelligence has emerged as a key impetus of language automation, learners’ perceptions of utilizing educational technologies in their translation learning remain underexplored. Particularly, the underlying factors of learner perceptions that significantly affect learners’ technology acceptance have yet to be thoroughly examined. This study aims to preliminarily identify the key factors influencing learner perceptions and acceptance of AI-assisted blended teaching in translation classrooms. It addresses two major issues: first, students’ perceptions of harnessing AI-assisted blended teaching in their translation learning; second, students’ current learning experiences in their compulsory translation courses. Focus group interviews were conducted with English majors enrolled in a compulsory translation course at a Chinese university. The findings provide an in-depth thematic analysis of students’ perceptions of AI-assisted blended teaching, offering insights for a customized translation pedagogy aligned with Industrial Revolution 4.0. By elucidating the learners’ perceptions of the emergence of translation competence and learner autonomy through the translation learning process, this study proffers preliminary insights on reshaping the translation pedagogy toward an AI-assisted blended teaching integration.

The purpose of this study is to explain how students’ online English competence tests were implemented and to analyze the washback effects of this assessment. The study used a qualitative methodology and a descriptive research design. The study included 20 English teachers and seventh-grade students from 14 Islamic secondary schools in Semarang city, Indonesia, during the COVID-19 pandemic. Observation and documentation were conducted to collect the data. The data were analyzed through selection, reduction, and verification. The findings indicate that students’ online assessments of their English ability were done appropriately for their teachers. They made use of numerous platforms and testing tools. Notwithstanding certain obstacles, the students looked for multiple ways to overcome them. It is possible to argue that online student assessments have positive and negative effects. English teachers should employ appropriate and doable strategies to minimize the detrimental washback effects of online English assessments on students while maximizing the favorable washback effects. They can combine student-centered and teacher-centered strategies in a harmonious way by delivering positive reinforcement to students, emphasizing the advantages of full English competence, and including pair and group work in lesson preparation

This study examined how writing anxiety and genre affect writing performance in group difference analysis among intermediate EFL learners in China, based on Hayes’s revised writing model. Writing performance was assessed using measures of syntactic and lexical complexity, accuracy, and fluency. Using the Second Language Writing Anxiety Inventory, a total of 104 intermediate EFL students were categorized into high- and low-anxiety groups. Participants wrote both argumentative and narrative essays, analyzed with the second language (L2) Syntactic Complexity Analyzer, Lexical Complexity Analyzer, Grammarly Premium, and manual error coding following Polio and Shea’s guidelines. Mixed analyses of variance and t-tests revealed significant impacts of writing anxiety on complexity and fluency, and genre effects on all complexity, accuracy, and fluency, except for interaction effects. These results highlight significant variations in performance due to anxiety and essay type, supporting Skehan’s Limited Attention Capacity hypothesis and Biber and Conrad’s functional explanations. The findings advocate tailored pedagogical strategies to reduce anxiety in EFL genre-specific writing and improve educational outcomes.

The main purpose of this study is to investigate the significance of artificial intelligence applications and the most widely used of these, ChatGPT, in foreign language learning and teaching and in this context, to obtain the perspectives of both students and teachers. Since there is no research on this subject in Iraq, this study will be a good source for future studies. This study was applied to students taking Advanced English and Foundation courses at the preparatory school of Tishk University. A qualitative research design was employed in this study. Twenty-six students from the pharmacy department, 26 students from the cyber security department, 40 students from the medical analysis department, and 20 teachers who taught these students participated in the study. Eight questions were directed to the teachers and students separately via Google Forms, and the perceptions of both groups were collected. As a result of the data obtained, it was concluded that the majority of both teachers and students use artificial intelligence applications, especially ChatGPT, in their education and that integrating these applications into language teaching produces positive outcomes.

This study mainly investigates Saudi EFL students’ perceptions of artificial intelligence tools in improving their English writing skills. It sheds light on the challenges and opportunities they face when using Artificial Intelligence-powered writing tools by conducting the main research question: What are the Saudi EFL male students’ views on how AI tools affect their writing skills? Despite the growing integration of artificial intelligence in education, limited research has focused on its application in the context of Saudi EFL. The study seeks to fill this gap by examining how artificial intelligence tools influence students’ English writing proficiency and identifying potential cultural and contextual challenges. The researcher implemented qualitative methodology, utilizing purposive sampling to select 20 male students from the Languages and Translation Department at the University College of Haql, University of Tabuk. The participants, who were in their fourth level of study and enrolled in the Writing 1 course, participated in this group interview. Thematic analysis was employed to analyze the interview data. The findings showed that AI tools were generally beneficial for improving grammar, vocabulary, and writing confidence, but students noted limitations in the feedback’s contextual accuracy and cultural appropriateness. The challenges highlighted included incorrect suggestions, a lack of personalized feedback, and issues with formal tone and cultural nuances in writing. In conclusion, while AI tools offer valuable support for EFL students, it is essential to integrate AI with traditional methods through Vygotsky’s Sociocultural Theory to foster a balanced writing approach, contributing to pedagogy by enhancing AI-driven and instructor-guided learning while informing AI tool development to support Saudi EFL male students better

The growing reliance on artificial intelligence in education has ignited discussions among students, faculty, and policymakers, particularly regarding its role in academic writing. With the rise of AI-powered tools like ChatGPT, undergraduates are navigating new ways to enhance their learning experience. While some perceive ChatGPT as a valuable assistant for enhancing learning experience, there is a noticeable scarcity of data on critical thinking among students, especially in the context of AI-assisted learning. This paper conducts a systematic literature review to examine undergraduate perceptions of ChatGPT in academic writing. Using the PRISMA methodology, the review gathers data from Scopus and other relevant databases to analyse how students perceive and utilize AI tools in their academic journey. The findings provide valuable insights for higher education institutions, helping to inform policy development and framework enhancements that balance technological innovation with academic ethics. By establishing clear guidelines on AI usage, universities can ensure that students leverage AI responsibly while maintaining the core values of originality, critical thinking, and academic honesty.