Perceptions of Lebanese students regarding Integration of Artificial Intelligence in English University courses.

The integration of artificial intelligence in educational settings has become increasingly prevalent. Language learning programs are at the precipice of leveraging this technology to enhance language proficiency among students. However, there is limited research exploring advantages and disadvantages perceived by students of English university courses. This study explores the perceptions of Lebanese university students regarding the integration of AI into English courses, focusing on the perceived benefits, challenges, and impact on learning practices and outcomes. A descriptive phenomenological research design was employed. Semi-structed interviews were carried out among 21 university students at one major private university in Beirut. Inductive thematic analysis was conducted over the period of 3 months. The inductive thematic analysis generated four themes that focused on the advantages: Personalized language learning, Immediate feedback, Enhanced interaction, engagement and motivation to communicate, and Student self-learning. The analysis also generated three themes that focused on the disadvantages: Diminished critical thinking and creativity, Diminished concentration span, and Academic dishonesty. Balancing the use of AI with strategies that promote independent learning, creativity, and ethical practices is essential for maximizing its effectiveness in educational contexts.