Student Engagement and Perceptions of AI-Powered Tools in ESL Learning: Effectiveness in Higher Education

Abstract

The integration of Artificial Intelligence (AI) in higher education, particularly in English as a Second Language (ESL) contexts, has revolutionized how writing is taught and learned. This study investigates UiTM Diploma and Degree students’ engagement and perceptions of AI-powered writing tools such as Grammarly, QuillBot, ChatGPT, and Google Translate in ESL writing classrooms. Adapted from the methodological frameworks of Phan (2023) and Utami et al. (2023), this mixed-method study combined quantitative (questionnaire) and qualitative (semi-structured interviews) data from 120 UiTM Perak branch, Tapah campus students. Results reveal that students view AI tools as highly accessible, engaging, and effective in improving writing performance, vocabulary range, and grammatical accuracy. However, challenges such as overdependence, limited critical evaluation, and ethical concerns were also identified. Findings suggest that AI tools enhance student engagement and writing motivation when appropriately integrated but should remain supplementary to human teaching. The study offers pedagogical implications for Malaysian ESL lecturers in balancing technological facilitation and academic integrity in the age of AI-assisted learning.