Postgraduate Students’ Perspectives on the Use of Artificial Intelligence in English Language Learning at the Libyan Academy, Janzour, Libya

Abstract

Artificial Intelligence (AI) has emerged as a transformative technology in higher education, offering innovative opportunities to support language learning through personalized instruction, immediate feedback, and flexible access to learning resources. This study aimed to investigate postgraduate students’ perspectives on the use of AI in English language learning at the Libyan Academy, Janzour, Libya. A quantitative descriptive survey design was employed, and data were collected from 50 postgraduate students using a structured questionnaire consisting of five sections: socio-demographic characteristics, AI use, perceived benefits, challenges and concerns, and attitudes toward future AI integration. The collected data were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings revealed that AI tools are widely used among postgraduate students, with ChatGPT identified as the most frequently utilized application. Participants reported positive perceptions regarding the role of AI in improving writing skills, enhancing learning efficiency, and facilitating the completion of English-related tasks. The results also indicated that students recognized several benefits of AI-assisted learning, including increased accessibility to educational support and opportunities for autonomous learning. However, concerns were expressed regarding the accuracy of AI-generated information, the potential impact of excessive AI use on critical thinking skills, and the possibility of misleading content. Despite these concerns, participants demonstrated positive attitudes toward the future integration of AI in English language education and emphasized the importance of institutional training for the effective and responsible use of AI technologies. The study concludes that AI has considerable potential to enhance English language learning when integrated within appropriate pedagogical and ethical frameworks.