Language Students’ Views on Using Generative AI for Language Learning Purposes in Higher Education

Ana Niño — Tue, 09 Sep 2025 00:00:00 +0300

This study examines undergraduate language students’ perspectives on the use of generative AI tools, such as ChatGPT, in UK higher education, focusing on their educational value and integration into language learning. Prompted by the rapid rise of generative AI since late 2022, the research is grounded in theoretical discussions on its pedagogical potential and conducted through a survey of 97 students at the University of Manchester. The study explores how frequently students use these tools, for what purposes, and their attitudes toward AI’s role in learning and assessment. Results show that while many students recognise benefits such as instant feedback, personalised learning, and support with translation, grammar, and conversation practice, a significant number have not adopted AI tools in their study routines. Concerns about misinformation, ethical risks, and bias in AI-generated content were common, underscoring the need for critical engagement and responsible use. Additionally, most respondents reported a lack of institutional guidance, highlighting a gap in support that universities could address through structured initiatives like introductory modules and ethical frameworks. These findings reveal both the promise and the challenges of integrating generative AI into language education, calling for thoughtful strategies to ensure its effective and ethical use.

Language Education and Technology

Language Students’ Views on Using Generative AI for Language Learning Purposes in Higher Education