This study investigates the preferences and perceptions of university students in China towards Artificial Intelligence-enhanced English as a Foreign Language (EFL) learning tools. As the integration of AI in educational practices expands globally, its application in English language learning has become increasingly significant, especially within the Chinese context, where English proficiency is highly valued. The research aims to uncover how Chinese university students engage with AI-powered English learning tools and their expectations for improvements in these technologies. Through a survey of 269 participants, the study aimed to explore the perception and usage patterns of these tools across different student populations and to identify areas where AI algorithms can be improved to better support language learning. The study employed descriptive statistics to summarize perceptions, usage intentions, usage purposes, etc., and k-means analysis to identify subgroups explaining usage status, scenarios of use, purposes of use, and possible suggestions for improvement to further identify the different customer groups and patterns. The results of the study show that Chinese university students have a high level of awareness and use of AI tools, with translation software and vocabulary learning apps being the most popular. The study also revealed that personalized learning paths, automated tracking and feedback, and improved search functions were also identified as key areas for improvement. These findings can inform the development of more effective educational technologies that can meet the needs of Chinese university students and improve their English proficiency.
KeywordsArtificial IntelligenceUser AdoptionPurpose of Use AnalysisImprovement NeedsEnglish Learning
Abdel-Hameed, F. S. M., Tomczyk, Ł., & Hu, C. (2021). The Editorial of Special Issue on Education, IT, and the COVID-19 Pandemic. Education and Information Technologies, 26, 6563-6566. https://doi.org/10.1007/s10639-021-10781-z
Ahmani, A. M. (2019). The Use of Technology in English Language Teaching. Frontiers in Education Technology, 2, 168-180. https://doi.org/10.22158/fet.v2n3p168
Aljohani, N. (2021). The Impact of AI Chatbots on EFL Learning. Journal of Language Learning Technologies, 12, 205-215.
Arini, A. et al. (2022). AI-Assisted Language Learning: A New Horizon. Educational Technology Research, 33, 180-190.
Bahari, A. (2022). Affordances and Challenges of Technology-Assisted Language Learning for Motivation: A Systematic Review. Interactive Learning Environments, 31, 5853-5873. https://doi.org/10.1080/10494820.2021.2021246
Betal, A. (2023). Enhancing Second Language Acquisition through Artificial Intelligence (AI): Current Insights and Future Directions. Journal for Research Scholars and Professionals of English Language Teaching, 7 , 1-8. https://doi.org/10.54850/jrspelt.7.39.003
Bicknell, K., Brust, C., & Settles, B. (2023). How Duolingo’s AI Learns What You Need to Learn . https://spectrum.ieee.org/duolingo
Burstein, J. et al. (2020). The Potential of AI in Shaping language Education. International Journal of Educational Technology, 16, 75-85.
Chan, C. K. Y., & Hu, W. (2023). Students’ Voices on Generative AI: Perceptions, Benefits, and Challenges in Higher Education. International Journal of Educational Technology in Higher Education, 20, Article No. 43. https://doi.org/10.1186/s41239-023-00411-8
Chen, L. et al. (2023). Enhancing EFL Learning with Chatbots. International Journal of AI in Education, 15, 300-310.
Chen, N., & Gu, C. (2022). From ‘Main Course’ to ‘Side Dish?’ Debates about Removing English as a Core Subject for Chinese Students Receiving Compulsory Education. Changing English, 30, 54-65. https://doi.org/10.1080/1358684x.2022.2124151
Chen, S., Lin, P., & Chien, W. (2022). Children’s Digital Art Ability Training System Based on Ai-Assisted Learning: A Case Study of Drawing Color Perception. Frontiers in Psyc hology, 13, Article 823078. https://doi.org/10.3389/fpsyg.2022.823078
Chen, X., Xie, H., & Hwang, G. (2020). A Multi-Perspective Study on Artificial Intelligence in Education: Grants, Conferences, Journals, Software Tools, Institutions, and Researchers. Computers and Education: Artificial Intelligence, 1, Article 100005. https://doi.org/10.1016/j.caeai.2020.100005
Chen, Y. (2024). Enhancing Language Acquisition: The Role of AI in Facilitating Effective Language Learning. In Advances in Social Science, Education and Humanities Research (pp. 593-600). Atlantis Press SARL.
D’Agostino, S. (2023). Academics Work to Detect ChatGPT and Other AI Writing . Inside Higher Ed. https://www.insidehighered.com/news/2023/01/20/academics-work-detect-chatgpt-and-other-ai-writing
Ebadi, H. (2022). The Role of Chatbots in Language Learning. Computer Assisted Language Learning, 34, 375-385.
Faqih, K. M. S., & Jaradat, M. R. M. (2021). Integrating TTF and UTAUT2 Theories to Investigate the Adoption of Augmented Reality Technology in Education: Perspective from a Developing Country. Technology in Society, 67, Article 101787. https://doi.org/10.1016/j.techsoc.2021.101787
Fu, S., Gu, H., & Yang, B. (2020). The Affordances of AI‐Enabled Automatic Scoring Applications on Learners’ Continuous Learning Intention: An Empirical Study in China. British Journal of Educational Technology, 51, 1674-1692. https://doi.org/10.1111/bjet.12995
Gao, Y. H., Zhao, Y., Cheng, Y., & Zhou, Y. (2017). Relationship between English Learning Motivation Types and Self-Identity Changes among Chinese Students. TESOL Quarterly, 41, 133-155. https://doi.org/10.1002/j.1545-7249.2007.tb00043.x
Hsu, H., Chen, H. H., & Todd, A. G. (2021). Investigating the Impact of the Amazon Alexa on the Development of L2 Listening and Speaking Skills. Interactive Learning Environments, 31, 5732-5745. https://doi.org/10.1080/10494820.2021.2016864
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for Language Learning—Are They Really Useful? A Systematic Review of Chatbot‐Supported Language Learning. Journal of Computer Assisted Learning, 38, 237-257. https://doi.org/10.1111/jcal.12610
Ifenthaler, D. (2023). Automated Essay Scoring Systems. In O. Zawacki-Richter, & I. Jung (Eds.), Handbook of Open, Distance and Digital Education (pp. 1057-1071). Springer. https://doi.org/10.1007/978-981-19-2080-6_59
Junaidi, J. (2020). Artificial Intelligence in EFL Context: Rising Students’ Speaking Performance with Lyra Virtual Assistance. International J ournal of Advanced Science and Technology Rehabilitation, 29, 6735-6741. https://doi.org/10.3969/j.issn.2005-4238.2020.29.005
Lee, J. (2022). The Advent of AI and Its Present and Future Application. In Artificial Intelligence and International Law (pp. 5-49). Springer. https://doi.org/10.1007/978-981-19-1496-6_2
Li, P., & Peng, H. (2021). A Blended AI Approach to EFL Learning. Journal of Educational Innovations, 20, 45-55.
Li, R. (2023). Investigating Effects of Computer-Mediated Feedback on L2 Vocabulary Learning. Computers & Education, 198, Article 104763. https://doi.org/10.1016/j.compedu.2023.104763
Lu, J., Throssell, P., & Bensaid, B. (2018). University Students’ Preferences and Experience: Is There a Role for the CLCOEL? Cogent Education, 5 , Article 1542953. https://doi.org/10.1080/2331186X.2018.1542953
Osadcha, K. P., Osadchyi, V. V., & Spirin, O. M. (2021). Current State and Development Trends of E-Learning in China. Information Technologies and Learning Tools, 85, 208-227. https://doi.org/10.33407/itlt.v85i5.4399
Pan, R., Qin, Z., Zhang, L., Lou, L., Yu, H., & Yang, J. (2023). Exploring the Impact of Intelligent Learning Tools on Students’ Independent Learning Abilities: A PLS-SEM Analysis of Grade 6 Students in China. Humanities and Social Sciences Communicat ions, 10, Article No. 558. https://doi.org/10.1057/s41599-023-02065-3
Parsola, J., Gangodkar, D., & Mittal, A. (2019). Mobile Application for Storage and Retrieval of E-Learning Videos Using Hadoop. In 2019 International Conference on Communication and Electronics Systems (ICCES) (pp. 757-762). IEEE. https://doi.org/10.1109/icces45898.2019.9002272
Radziwill, N. M., & Benton, M. C. (2017). Evaluating the Quality of Chatbots and Intelligent Conversational Agents. Software Quality Professional, 19, 25-35. https://doi.org/10.48550/arXiv.1704.04579
Ramesh, D., & Sanampudi, S. K. (2022). An Automated Essay Scoring Systems: A Systematic Literature Review. Artificial Intelligence Review, 55, 2495-2527. https://doi.org/10.1007/s10462-021-10068-2
Rayhan, A., Kinzler, R., & Rajan, R. (2023). Natural Language Processing: Transforming How Machines Understand Human Language . https://doi.org/10.13140/RG.2.2.34900.99200
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit Spewer or the End of Traditional Assessments in Higher Education? Journal of Applied Learning and Teaching, 6 , 1-22. https://doi.org/10.37074/jalt.2023.6.1.9
Selwyn, N. (2023). Addressing the Challenges of AI in Education. Educational Research Review, 35, 100-110.
Shen, Y., & Zhang, X. (2024). The Impact of Artificial Intelligence on Employment: The Role of Virtual Agglomeration. Humanities and Social Sciences Communications, 11, Article No. 122. https://doi.org/10.1057/s41599-024-02647-9
Smutny, P., & Schreiberova, P. (2020). Chatbots for Learning: A Review of Educational Chatbots for the Facebook Messenger. Computers & Education, 151, Article 103862. https://doi.org/10.1016/j.compedu.2020.103862
Son, J., Ružić, N. K., & Philpott, A. (2023). Artificial Intelligence Technologies and Applications for Language Learning and Teaching. Journal of China Computer-Assisted Language Learning, 2023 , 1-19. https://doi.org/10.1515/jccall-2023-0015
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, Article 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Wang, F., Geng, X., & Han, J. (2024a). Chinese University EFL Learners’ English for General Academic Purposes: Relationships between Target Needs and Self-Efficacy. Humanities and Social Sciences Communications, 11, Article No. 215. https://doi.org/10.1057/s41599-024-02735-w
Wang, N., Wang, X., & Su, Y. (2024b). Critical Analysis of the Technological Affordances, Challenges and Future Directions of Generative AI in Education: A Systematic Review. Asia Pacific Journal of Education, 44, 139-155. https://doi.org/10.1080/02188791.2024.2305156
Wang, X., Huang, R., Sommer, M., Pei, B., Shidfar, P., Rehman, M. S., Ritzhaupt, A. D., & Martin, F. (2024c). The Efficacy of Artificial Intelligence-Enabled Adaptive Learning Systems From 2010 to 2022 on Learner Outcomes: A Meta-Analysis. Journal of Educational Computing Research, 62, 1348-1383. https://doi.org/10.1177/07356331241240459
Wang, Y., & Xue, L. (2024). Using AI-Driven Chatbots to Foster Chinese EFL Students’ Academic Engagement: An Intervention Study. Computers in Human Behavior, 159, Article 108353. https://doi.org/10.1016/j.chb.2024.108353
Ziesche, S., & Bhagat, K. K. (2022). State of the Education Report for India, 2022: Artificial Intelligence in Education; Here, There and Everywhere . UNESCO Publishing.