Artificial Intelligence in English L2 Learning: Students’ Perceptions and Challenges Implications for Digital Pedagogy and Language Education

This study investigated tertiary students perception, awareness, integration and challenges of using Artificial Intelligence (AI) in English Language reading and comprehension instruction. One hundred and twenty (120) university of Port Harcourt, Year II students in language studies gave response to a self-structured 30 item on Artificial Intelligence Perception and Awareness Questionnaire AIPAUQ. The instruments had reliability coefficient of 0.74 determined by using PPMC on data and was obtained using test-retest method. It was validated by two experts in language studies department of the University of Port Harcourt. 120 students were randomly selected for study. Findings of the study are that students have high awareness of the AI integration in English language comprehension and also perceive it as potent for effective interaction, individualized learning, dialoguing, and feedback in an engaged environment. However, the challenges of AI in L2 instruction include the lack of maturing of cognitive processes, academic dishonesty, high margin of plagiarism. It is recommended that tertiary institutions and government should make concerted efforts to make policies that will help students and teachers make good and acceptable use of AI in schools.