AI Platforms in EFL Education: Insights from Higher Education Students in Smart Society 5.0

Abstract

This study aims to describe the perceptions of EFL students regarding the effectiveness of AI as a technological tool for enhancing English language learning. The method used in this study was qualitative research. Data collection was questionnaires and interviews with 189 students from the English Language Education program online. The sample was selected using a purposive sampling technique. Data analysis was carried out using quantitative descriptive techniques with percentage calculations and thematic analysis. The findings reveal that EFL students respond positively to using AI platforms in the learning process. Two types of skill enhancements were noted: for productive skills (writing and speaking), the platforms used are Grammarly (64.12%) and Duolingo (39.12%); for receptive skills (listening and reading), the platforms are Voice Dream Reader (40.12%) and Google Text-to-Speech (70.60%). Then, the students’ challenges using IA were limited access to devices, unreliable internet connections, insufficient digital skills, difficulties in navigation, weakening of critical thinking abilities, decrease in problem-solving capabilities, and others. A limitation of this study is its methodological scope. Future researchers should utilize quantitative methods, such as experiments, to achieve more comprehensive results.