The Influence of Artificial Intelligence in the College Students' Language Achievement

ABSTRACT This study examined the influence of Artificial Intelligence (AI) on the language achievement of college students, focusing on grammar and reading comprehension proficiency. Using a quantitative descriptive-correlational design, the research involved 407 second-year students from both public and private higher education institutions in Cagayan de Oro City, Philippines. Data were gathered using the English Language Achievement Test (ELAT) and a Perception on AI Use in Learning Survey. Descriptive and inferential analyses—including Pearson correlation, t-tests, and ANOVA—were conducted to identify relationships and differences across demographic variables and frequency of AI use. Results revealed that students held a positive perception of AI as an effective aid in language learning (M = 4.21, SD = 0.52) and achieved satisfactory to proficient performance levels in English. A moderate positive correlation (r = 0.47, p < 0.01) was found between students’ perceptions of AI and their language achievement, with frequent AI users scoring significantly higher than occasional or rare users. No significant differences were observed across sex or school type. The findings affirm that regular engagement with AI-based tools such as Grammarly, ChatGPT, and Duolingo enhances students’ grammatical accuracy and reading comprehension. The study underscores AI’s potential as a supportive partner in language education, advocating for its balanced integration into curricula alongside teacher guidance and digital literacy training.