The end of English language learning: GenAI as a tool for counter productivity

The emergence of GenAI marks a transformative phase in technology, characterized by its ability to create content, simulate human-like responses, and adapt to various contexts. This innovation, fueled by advances in machine learning and natural language processing, has significantly impacted English education. However, there is a need to explore the impacts of GenAI in English language learning among students. This paper was conducted to determine how do GenAI promotes counterproductive learning behaviors among college students. College students (n=15) were purposively selected based on their responses to a preliminary open-ended questionnaire. Individual narratives were gathered through one-on-one interviews using semi-structured interview questions. The findings indicated that college students frequently encountered overly technical, vague, or contextually inappropriate language in AI-generated responses, which caused confusion and hindered comprehension. Inaccuracies, such as vague or irrelevant information, further undermined trust in AI tools, compelling learners to rely on their own interpretations or external resources. This further caused students to experience frustration due to unmet expectations, as AI-generated content was often broad, complex, or misaligned with their learning needs. The time-consuming nature of clarifying vague or technical content added to their dissatisfaction, especially for those with limited time or additional responsibilities. Further, reliance on AI features, such as instant grammar corrections or translations, diminished learners’ motivation to engage actively with materials, causing a passive learning approach. This overdependence hindered the development of critical thinking and independent learning skills, particularly in tasks requiring creativity and deeper cognitive effort.