Engineering student perceptions of AI technology implementation in ESP

Abstract

In the last few years, traditional teaching and learning experiences have been fundamentally transformed by cutting-edge technology such as Artificial Intelligence (AI). While there has been a lot of discussion in the scientific literature regarding the adoption and use of AI tools in general foreign language learning contexts, there is a gap in research regarding these models’ implementation in engineering education, particularly in English for Specific Purposes (ESP). The main aim of this article is to examine engineering students’ opinions about using AI technology in the ESP course at the university and investigate whether it can enhance foreign language learning outcomes. To achieve the aim of the study, a survey was conducted at the Latvia University of Life Sciences and Technologies involving 137 engineering students representing different programs and various academic levels: undergraduate, postgraduate, and PhD. Having analysed the collected data, the authors of the present research found out that most engineering students actively use a wide range of AI tools in ESP and find them useful for various aspects of the foreign language learning process. The students also believe that AI tool incorporation enhances their learning outcomes and stress the importance of developing digital skills as the use of AI in education will inevitably grow in the future. Moreover, the students highlight the significance of using a critical approach to AI tool application in ESP and report that AI technology should be used responsibly to avoid issues like plagiarism and cheating, overreliance and laziness, lack of authenticity, originality, transparency, decreased quality of learning, negative impact on communication and interpersonal skills.