Speaker
Description
The integration of Generative AI (GenAI) has created a paradigm shift in English language learning as it offers transformative benefits, as well as ethical and academic challenges. While previous research focused on how often students use AI tools, a significant gap in understanding how students perceive their capacity to effectively engage with AI tools exists. This study investigated students’ confidence in engaging with AI in learning contexts using an adapted version of the AI-Self Efficacy Scale by Wang and Chuang (2024) to measure five key dimensions: AI-assisted learning, anthropomorphic interaction, emotional comfort, technical and prompting skills, and critical evaluation of AI outputs. The study adopted a quantitative design. To collect the data, an online questionnaire was administered to 150 English-majored and non-English majored students. The findings indicated that the students demonstrate moderate to high levels of AI self-efficacy, particularly in using AI as a learning support tool. However, lower levels of confidence were observed in more advanced competencies, such as prompt engineering and critical evaluation of AI-generated content. The findings provide empirical insights into students’ readiness to engage with GenAI and offer implications for educators to foster more effective, critical, and responsible AI use in language learning.
