This study investigates how language teachers at a Finnish higher education institution perceive and integrate artificial intelligence (AI) into their work. As AI technologies rapidly transform education, understanding language teachers' experiences provides crucial insights into the challenges and opportunities of AI adoption in language learning contexts. The data were collected through an online questionnaire with response rate of 81.82%. The questionnaire comprises multiple-choice questions and open-ended questions exploring AI usage and perceptions. The key findings are that teachers perceive AI as potentially beneficial for supporting learners with a good proficiency level, analysing text, and for grammar correction as well as individualised learning. However, teachers are concerned about AI making students too reliant on technology which reduces motivation to learn independently which in turn leads to superficial learning causing students to overestimate their proficiency level. Three categories of teacher type emerged in terms of teachers’ attitudes and frequency of AI use in their work: novice (33%), intermediate (40%), and advanced (27%) AI users with varying levels of integration and attitudes toward AI applications. This study suggests that teachers regard AI as having the potential to be a valuable tool in language learning, but teacher training and support are crucial for its effective implementation.
The purpose of this study is to examine the effects of generative AI on technostress among second language (L2) English students at two Japanese universities. While the use of generative AI technologies in education is rapidly increasing, research on how these tools impact learners' psychological well-being—particularly in L2 learning contexts—remains limited. This study primarily aimed to explore students’ experiences of generative AI–related technostress. In addition, a secondary analysis examining whether technostress levels varied by students’ language proficiency was conducted, although no significant differences were observed. A total of 100 L2 English students, 60 beginner learners and 40 intermediate-advanced learners, fully completed the survey, which consisted of Likert-scale and open-ended written response items. While the quantitative results indicated that the participants did not exhibit high levels of technostress, the qualitative findings suggested a more nuanced picture of the impact of AI-related technostress on university L2 students. Namely, the students were concerned about the accuracy of AI output and thus desired explicit training and guidance. These results indicate that while generative AI may not cause significant levels of technostress, the emerging technology still presents specific challenges that must be addressed. The article concludes with practical suggestions for language teachers and institutions so that they can better support L2 students’ AI literacy and reduce the risks of technostress.
Voice-activated Personal Assistants (VAPAs), such as Alexa or Siri, can be utilised for autonomous language learning purposes ranging from asking simple questions about the culture of the target language to interaction in the target language with the intelligent assistant. These technologies can help with tasks such as looking up words, spelling, and pronunciation checking, as well as motivating learners to produce output in their target language. However, VAPAs are primarily designed to be utilised in the user’s first language rather than a second language, and learners often overlook their potential to assist in their language learning process. This paper reports on a study to gather data on university student use of VAPAs. The research questions asked students taking Spanish language modules at a UK Higher Education institution about their use of VAPAs for language learning. The results show that most participants own a device with a VAPA, and some use it for language learning purposes, although this is a relatively small proportion. They also identify potential further user engagement. The paper concludes that the potential of VAPAs for language learning needs to be included in the range of resources that students are directed to for autonomous language learning study and practice.
This article is an exploratory study which re-evaluates the use of automatically generated subtitles and closed captions inside and outside the classroom with the help of questionnaire responses from twenty-eight students of Chemical and Process Engineering who were learning English for Specific Purposes (ESP) as part of their compulsory classes. By focusing on AI errors in closed captions and subtitles this research explores an area that is presently absent from the literature. This article gives an insight into how students perceive the AI errors or hallucinations they encounter and establishes three learner profiles based on their answers. The findings show a large degree of autonomy in students’ use of captions and subtitles while at the same time giving insight into their beliefs about generative AI.
This research analyses the potential and limitations of two artificial intelligence models (ChatGPT 4 and Claude 3.7) as feedback tools for texts written by students of Spanish as a foreign language. Using selected texts from the CEDEL2 corpus, the study evaluates these models' ability to provide pedagogically appropriate corrections. The qualitative analysis focuses on four criteria: accuracy in error detection, clarity of explanations, pedagogical adequacy, and potential problems. Results reveal that both models show high precision in detecting basic errors but present significant limitations such as overcorrection and difficulties adapting explanations to the student's level. Claude stands out for its systematic structure, while ChatGPT excels in humanizing feedback. Based on these findings, we propose an integrated model to implement these tools in the Spanish language classroom, where the teacher maintains a crucial role as mediator, and we offer practical recommendations to maximize their benefits while minimizing their risks.
