A Comparative Study of AI Tool Use in English and Croatian Among the Students of Zagreb University of Applied Sciences

Given the significant increase in the impact of AI tools in the field of education, this paper examines how undergraduate students at the Zagreb University of Applied Sciences integrate AI tools into their academic activities, with a particular emphasis on language-related tasks involving both English and Croatian languages. The primary objective is to examine students' use of AI in acquiring technical and academic language skills and to identify specific practices, preferences, and challenges across both languages. Data on students' experiences, including how often they use AI tools for learning, the types of tasks they perform, and their perception of the usefulness of these tools, were collected through a survey questionnaire. Special attention is given to comparing the effectiveness of using AI tools in English and Croatian by analyzing and evaluating factual accuracy, contextual misunderstandings, over-simplifications, and similar aspects.