Artificial Intelligence in the English Language Education: A Study among University Students

Abstract

The integration of Artificial Intelligence (AI) into English language education has fundamentally transformed pedagogical practices and student engagement, particularly within higher education contexts, where diverse proficiency levels and large class sizes present ongoing instructional challenges. This study systematically investigates the application, efficacy, and implications of AI technologies in supporting English learning among university students. Employing a mixed-methods research design, data were collected from 120 undergraduates across three Chinese universities through structured surveys, classroom observations, and semi-structured interviews, enabling a comprehensive exploration of both quantitative outcomes and qualitative experiences. The findings reveal that AI tools—including intelligent writing assistants, adaptive vocabulary applications, and automated feedback systems—substantially enhance learners’ writing accuracy, lexical sophistication, and overall motivation, while simultaneously promoting greater autonomy and self-regulated learning behaviors. Students reported that AI-supported activities, when integrated with traditional instruction, facilitated more active engagement and personalized learning trajectories. Nevertheless, challenges emerged, notably the potential for overreliance on technology, ethical concerns regarding data privacy, and disparities in digital literacy across learners. The study underscores that AI can serve as both a supportive and transformative agent in English language education when its deployment is guided by clear pedagogical frameworks, ethical standards, and institutional oversight. These findings contribute to ongoing discourse on technology-enhanced language learning (TELL) and provide actionable recommendations for educators and policymakers seeking to harness AI to foster sustainable, student-centered innovation in university-level English instruction.