Leveraging AI for Enhanced English Learning: Understanding Preferences and Perceptions of University Students in China | Chapter 10 | Crisis, AI and the Future of Higher Education

 

In China, English is considered an important tool for economic prosperity, modernisation, and global integration, and proficiency in English is widely recognised as an effective mechanism for enhancing cross-cultural dialogue. As the integration of artificial intelligence 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. This study investigates the preferences and perceptions of university students in China towards Artificial Intelligence (AI)-enhanced English as a Foreign Language (EFL) learning tools. 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 summarise perceptions, usage intentions and 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. The study shows that Chinese university students currently prefer English-assisted learning tools that focus on translation applications and vocabulary learning. The most commonly preferred AI-assisted English learning tools among Chinese university students include translation software and multifunctional platforms such as MoMo Word and ChatGPT. In this study, a significant portion (60.1%) utilises AI with the goal of enhancing their English proficiency, demonstrating a strategic use of AI for skill development. The findings highlight the need for AI tools that are adaptable, interactive, and capable of integrating various learning scenarios. 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. As a cross-sectional study, the findings cannot rule out the possibility that high-achieving students simply use AI more (correlation), rather than AI usage directly leading to higher grades. Future research could address this limitation by using longitudinal studies or experimental designs that track students’ AI use and academic performance over time.

 

Author(s) Details

Yuanyuan Shi
School of Teacher Education, Jiangsu University, Zhenjiang, Jiangsu, 212013, China.

 

Liying Lu
School of Teacher Education, Jiangsu University, Zhenjiang, Jiangsu, 212013, China.

 

Qingling Zhang
chool of Education Science, Nanning Normal University, Nanning, Guangxi, 530001, China.

 

Please see the link:- https://doi.org/10.9734/bpi/mono/978-81-990398-9-6/CH10