Exploring generative AI in foreign language education: Insights from a student survey

Kristine Bundgaard; Anders Kalsgaard Møller

doi:10.4108/eetel.9716

Authors

Kristine Bundgaard Aalborg University
Anders Kalsgaard Møller Aalborg University

DOI:

https://doi.org/10.4108/eetel.9716

Keywords:

Generative AI, foreign language education, higher education

Abstract

INTRODUCTION: Generative artificial intelligence (AI) has implications for foreign language education, necessitating careful consideration of how the technology should be addressed. This should be based on the perspectives of different stakeholders, not least the students.

OBJECTIVES: The paper explores foreign language students’ use of and perspectives on generative AI in foreign language education.

METHODS: The paper employs a survey design and analyses responses from 106 students collected over a three-year period.

RESULTS: The study documents increasing, frequent and varied use of generative AI. The students’ evaluation of AI output quality has grown more moderate over the years. The study suggests benefits may arise from even limited integration of the technology into language education.

CONCLUSION: The study has highlighted a need for integrating generative AI into foreign language education. We need to continue the dialogue with students to inform future pedagogical choices.

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