Exploring Lecturers' and Students' Perspectives on the Use of AI for Grammar, Vocabulary, and Pragmatic Development in Namibian Universities

This study examines the viewpoints of lecturers and students on the utilisation of Artificial Intelligence (AI) tools to enhance grammar, vocabulary, and pragmatic skills in English and Applied Linguistics at Namibian universities. The research is based on the growing use of AI-powered writing tools such as ChatGPT, Grammarly, and QuillBot in higher education. Data were gathered via a qualitative interpretivist methodology through semi-structured interviews conducted with lecturers and undergraduate students at the Namibia University of Science and Technology (NUST) and the International University of Management (IUM). The study indicates that AI tools are seen as beneficial for augmenting grammatical correctness, broadening vocabulary, and strengthening pragmatic understanding in academic writing. Nonetheless, apprehensions pertaining to excessive dependence, academic integrity, and insufficient institutional guidance were also recognised. The study indicates that although AI possesses considerable educational potential, its implementation requires organised support, policy frameworks, and active participation to ensure effective learning outcomes.