AI in Foreign Language Learning: Changing Usage Practices, Perceptions, and Training Needs among EFL Students

Abstract

AI is increasingly influencing foreign language education, with students gradually incorporating it into their learning. This study explores EFL learners’ changing usage practices, perceptions, and training needs related to AI tools in language learning and academic tasks at a Turkish university. Employing a cross-sectional survey design with both quantitative and qualitative methods, data were collected through a structured questionnaire in two waves to identify changes over time. Findings show increased use of AI, especially for vocabulary, grammar, and writing support, with more usage of chatbots and writing assistants in the second phase. While students valued AI’s role in enhancing language skills and academic performance, concerns emerged about ethical implications, overdependence, and reduced critical thinking. Over time, students expressed greater acceptance of AI and emphasized the need for ethical guidelines, skill development, and structured classroom integration. The study highlights the importance of teacher training, student awareness, and institutional support for effective and responsible AI use in language education

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