Vinsers’ Initiatives: Perceptions on the use of AI in ESL Learning among Selected Grade 11 Learners

Abstract

Artificial Intelligence (AI) is emerging as a useful tool in helping to improve the quality of education. However, studies on student perceptions of the use of AI in learning English as a Second Language are scarce (ESL). The purpose of this study is to investigate the attitudes of Vinschool Ocean Park Grade 11 students on the employment of AI in ESL in terms of orientation, use, and impact. A qualitative-descriptive method was adopted to gain in-depth insights into the perceptions of Grade 11 students. The data was gathered through semi-structured interviews, and the transcribed data were subjected to content analysis. Findings suggested that selected Grade 11 learners have a moderate level of familiarity with AI in education. The learners want to know more and have some reservations regarding the use and implications of AI. They have used only a few AI applications in their learning of ESL, with varying expectations and satisfaction levels of the outcomes. In light of the results, this research recommends a broader integration of AI in the classroom, accompanied by adequate training to improve teacher and student understanding and usage. Future studies on AI in learning ESL should focus more on student perspectives to evaluate how AI can be used to enhance educational experiences.