Language Students’ Views on Using Generative AI for Language Learning Purposes in Higher Education

Ana Niño — Tue, 09 Sep 2025 00:00:00 +0300

This study examines undergraduate language students’ perspectives on the use of generative AI tools, such as ChatGPT, in UK higher education, focusing on their educational value and integration into language learning. Prompted by the rapid rise of generative AI since late 2022, the research is grounded in theoretical discussions on its pedagogical potential and conducted through a survey of 97 students at the University of Manchester. The study explores how frequently students use these tools, for what purposes, and their attitudes toward AI’s role in learning and assessment. Results show that while many students recognise benefits such as instant feedback, personalised learning, and support with translation, grammar, and conversation practice, a significant number have not adopted AI tools in their study routines. Concerns about misinformation, ethical risks, and bias in AI-generated content were common, underscoring the need for critical engagement and responsible use. Additionally, most respondents reported a lack of institutional guidance, highlighting a gap in support that universities could address through structured initiatives like introductory modules and ethical frameworks. These findings reveal both the promise and the challenges of integrating generative AI into language education, calling for thoughtful strategies to ensure its effective and ethical use.

The Impact of Game-Based Learning on Listening and Speaking Anxiety in Young EFL Learners

Sude Gündüz, Enisa Mede — Mon, 01 Dec 2025 00:00:00 +0300

This study explores the impact of Game-Based Learning (GBL) on young learners’ listening and speaking anxiety in English lessons. The study was carried out in a private primary school in Istanbul with forty-six third-grade students using a mixed-method, quasi experimental design. The control group got non-game-based instruction, whereas the experimental group participated in a five-week intervention that incorporated game-based activities into regular classes. Data were collected using pre- and post-tests for listening and speaking anxiety, as well as focus group interviews and teacher diaries. The quantitative analyses reported no statistically significant differences in anxiety levels across the groups. However, the qualitative data revealed that the experimental group was more engaged, confident, and willing to participate in classroom speaking and listening tasks. These findings revealed that game-based learning can promote active participation and emotional readiness in young learners, even without noticeable anxiety reductions.

Language Education and Technology

Language Students’ Views on Using Generative AI for Language Learning Purposes in Higher Education

The Impact of Game-Based Learning on Listening and Speaking Anxiety in Young EFL Learners