Using ai in English language learning: An exploration of Cambodian efl university students’ experiences and perceptions

Abstract This study explores the experiences and perceptions of Cambodian efl university students regarding the use of Artificial Intelligence ( ai ) in English language learning. Using a survey design with simple random sampling, data were collected from 328 students (57% female) via an online questionnaire and analyzed with spss . Results show that while approximately 90% of the students had used ai tools like ChatGPT, Grammarly, and QuillBot, about 70% had no prior training on their use. Nearly half (44.51%) felt only moderately prepared to integrate ai into their learning. Key challenges included concerns over data privacy, lack of human interaction, and doubts about ai accuracy. Despite these concerns, students acknowledged ai ’s usefulness in completing assignments, enhancing learning, and supporting language acquisition. Recommendations for effective ai integration included developing customizable ai tools for diverse learner needs, setting clear usage guidelines, and providing adequate training and support. The study highlights the importance of structured training to bridge the gap between ai use and user competence, especially in Global South contexts like Cambodia. Limitations and future research directions are also discussed.