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Abstract
In the fast-growing digital era, the integration of Artificial Intelligence (AI) tools has become indispensable in higher education, particularly in language studies where these technologies offer personalized linguistic support and cognitive scaffolding. Despite this prevalence, empirical evidence regarding student engagement in specialized subjects like Second Language Acquisition (SLA) remains limited. This study employs a quantitative and qualitative approach, surveying 125 fisrt-year students at HUFLIT upon their course completion to examine their perspectives and usage patterns of AI applications. Data analysis, conducted via Microsoft Excel, reveals a profound correlation between student learning habits and digital tool engagement, indicating that learners increasingly rely on AI for conceptual clarity and task execution. The findings suggest that AI tools are no longer optional, but they are seen as central to the modern learning experience. Consequently, it is recommended that educators proactively update their pedagogical strategies to align with these digital trends. If properly adopted, embracing AI-driven methodologies will support instructional efficacy in teaching and foster a more responsive, tech-integrated environment for second language learners.
Key words: Second Language Acquisition (SLA), strategies, applications, AI-driven, efficacy
