Language Education and Technology Journal

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.

Heritage Language Attrition Among Second-Generation Immigrant Turks Residing in Austria and Germany

Coşkun Laçin Sancar, Emirhan Gencer — Tue, 20 Jan 2026 00:00:00 +0300

This study investigated how heritage language attrition was maintained in agglutinative languages and in which areas it affected the second-generation immigrant Turks residing in Austria and Germany. Although extensive research has examined language attrition in immigrant communities, research remains scarce on how heritage-language maintenance is managed by second-generation immigrants and on the degree to which they value preserving their native tongue for cultural and identity reasons. Given Turkish’s agglutinative framework, where meaning is encoded via long bound-morpheme sequences, this language seems particularly susceptible to attrition, as speakers often simplify morphological complexity Both qualitative and quantitative methods were used in this research with 37 participants. An online questionnaire assessed first-language use frequency across contexts, perceived declines in speaking, reading, writing, and listening, and comfort levels in Turkish versus German; semi-structured interviews elaborated on these experiences; and a custom-scored C-test measured inflectional proficiency. Three phenomena/results pertaining to language attrition were observed: necessary input for maintaining the heritage language primarily comes from home and family environments rather than educational facilities, reading and writing were affected from language erosion more than speaking and listening, and second generation immigrants put a great deal of attention on maintaining their heritage in the name of their culture and identity. Consequently, implementations for educational practices were given to enhance the durability of the heritage language. This study revealed that, due to the agglutinative nature of Turkish, inflectional suffixes might be the most vulnerable target for language attrition. Analysis of C-test scores collected via an online survey revealed that plural, locative, and dative case markings in reading tasks are especially vulnerable to heritage‐language attrition, whereas nominative and person case markings remain comparatively resilient. These findings highlight the importance of sustained input, tailored teaching strategies, and community engagement in preserving Turkish heritage competencies among second-generation immigrants.

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.