GenAI through students' eyes: Benefits, challenges, and beyond

Abstract

This study explores the role of generative AI (GenAI) tools—particularly ChatGPT—in supporting students’ learning experiences in a CLIL-based university business course in Japan. A total of 222 undergraduate students participated in a mixed-methods survey investigating how they perceived, used, and evaluated the impact of AI tools in the classroom and beyond. Quantitative results show that GenAI and machine translation (MT) tools were perceived as the most beneficial among various ICT resources, with 98.2% of students reporting a positive effect on their learning. Students reported frequent use of AI during and outside class, particularly for writing support, language correction, idea development, and increased efficiency. Qualitative analysis further revealed that students appreciated the tools’ ability to scaffold complex tasks, improve their written output, and deepen their understanding of business-related content. However, they also raised concerns about accuracy, overdependence, and the difficulty of obtaining the desired output when prompts were unclear. Challenges were not only technical but also pedagogical, indicating a need for more structured guidance on how to use these tools effectively. Overall, the findings suggest that the integration of GenAI into content-based instruction can enhance learning if implemented with attention to student agency, digital literacy, and instructional design.

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