Exploring ESL Students’ Experiences with AI Tools in Learning Grammar

This study explores the experiences of ESL (English as a Second Language) students in using AI tools to support grammar learning. With the rise of applications such as ChatGPT, Grammarly and Quillbot, students now have access to immediate feedback and assistance in their language development. This qualitative research adopts a phenomenological approach to understand the perceptions, benefits, and challenges faced by university-level ESL students. Semi-structured interviews were conducted with five students who regularly engage with AI tools in their grammar learning. Thematic analysis revealed three major themes: enhanced self-correction and feedback, increased motivation and confidence and concerns over dependency and misuse. These findings suggest that while AI tools offer significant support in grammar acquisition, guided integration into the learning process is essential to maximize their educational value. The study contributes to a deeper understanding of student-AI interaction and provides recommendations for educators and developers of AI-powered educational tools.