Artificial intelligence in L2 grammar learning: Perceptions and practices of Macedonian university foreign language learners

Abstract

Grammar is often regarded as the least engaging aspect of foreign language learning. Traditional approaches to grammar instruction are increasingly failing to meet learners’ expectations, as digital-native students perceive conventional grammar books as uninspiring and ineffective. Meanwhile, the rapid advancement of artificial intelligence (AI) is reshaping language learning environments. AI-powered tools such as Grammarly, Babbel, ChatGPT, ProWritingAid, etc. are redefining how learners engage with grammar. While recent studies suggest that AI can serve as a valuable aid for grammar learning, this area remains largely underexplored. This study employs a mixed-methods design to investigate Macedonian university students’ perceptions and experiences with AI as a feedback and correction mechanism in the context of L2 grammar mastery. A small-scale experiment was conducted among language- and non-language-oriented students, who were instructed first to identify and correct grammatical mistakes in an L2 text independently, and then to repeat the task with the aid of an AI tool of their choice. Participants subsequently completed a self-reflection questionnaire on their reliance on AI, the tools they used, and their perceptions of AI reliability. The study’s overall aim was to determine whether language and non-language students perform better individually or with AI assistance. Findings revealed that both groups achieved higher accuracy when supported by AI, though language-oriented students showed greater consistency, while non-language-oriented students displayed more variable outcomes. Overall, these results highlight AI’s strong potential as a complementary tool for grammar learning, while underscoring the continued need for critical human oversight and further pedagogical innovation.