GENERATIVE AI IN EFL LEARNING: ATTITUDES OF CZECH AND SLOVAK STUDENTS AT THE TERTIARY LEVEL

Abstract

This paper aims to provide a comprehensive examination of the perceptions of Czech and Slovak English as a Foreign Language (EFL) learners regarding the integration of generative AI (artificial intelligence) tools into their English language learning process. The research method used in this study was a self-report questionnaire with a Likert scale. It included three types of statements: general generative AI, English language generative AI, and challenges-related generative AI statements. Through a rigorous quantitative analysis of survey data performed in the open-source application for statistical calculations JASP, the study elucidates that the research participants, who comprised Czech and Slovak university EFL students, predominantly regard generative AI as a transformative, time-efficient, and impactful educational resource that significantly enhances their learning experiences, promotes autonomy, and facilitates overall language development. Despite acknowledging these benefits, participants express concerns about the potential challenges, especially the risk of providing inaccurate responses, its possible influence on critical thinking or creativity, as well as feedback quality compared to traditional teacher guidance, or its underuse for the development of speaking and pronunciation. Interestingly, the study suggests statistically significant disparities between Czech and Slovak students in two respects: their perceptions of the emotional and empathetic limitations of generative AI tools (p-value = 0.022) and their approach to pronunciation practice (p-value = 0.035), with Slovak learners scoring higher on both. These findings reveal a complex landscape of attitudes; while many students enthusiastically embrace generative AI as an invaluable asset, others show reluctance to fully commit, highlighting a pressing need for deeper investigation into the factors that influence their willingness to engage with AI technologies in education. This study not only enriches the discourse on the pedagogical implications of generative AI but also emphasises the need to address the inherent challenges it poses to maximise its potential for language learning.