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Title: Students’ perceptions of AI-supported language learning and digital literacy: A Thai university case study

 

Vol. 13(3), 2025, pp. 8-28

DOI: https://doi.org/10.46687/JQZJ2829.

 

Author: Atipat Boonmoh

About the author: Atipat Boonmoh is an associate professor at School of Liberal Arts, King Mongkut’s University of Technology Thonburi, Bangkok, Thailand. He received his Ph.D. in Applied Linguistics and English Language Teaching from University of Warwick, UK. His research interests include lexicography, learning strategies, teacher education and professional development, and use of ICT in education.

E-mail: atipat.boo@kmutt.ac.th           

ORCID: https://orcid.org/0000-0003-0277-7385

Link: http://silc.fhn-shu.com/issues/2025-3/SILC_2025_Vol_13_Issue_3_008-028_21.pdf  

Citation (APA): Boonmoh, А. (2025). Students’ perceptions of AI-supported language learning and digital literacy: A Thai university case study. Studies in Linguistics, Culture, and FLT, 13(3), 8-28. https://doi.org/10.46687/JQZJ2829.

Abstract: The integration of AI-driven tools in education is transforming language acquisition and digital citizenship. This study explores students’ perceptions of how such tools support their English learning and ethical digital behaviour. For low-proficiency learners, these tools offer a pathway to develop essential 21st-century skills. This study presents a Thai university case study using an AI-supported, hobby-based learning model to enhance English language proficiency, digital literacy, and ethical online behaviour. Tools such as ChatGPT, Google Translate, and Reddit were used in structured tasks, including discussion forums and video tutorials. A mixed-methods design was adopted. Quantitative data from 79 students were analysed to assess their perceived improvements in writing, speaking, tool use, and ethical awareness. Qualitative data from six semi-structured interviews and student artefacts (Reddit posts and video tutorials) provided illustrative insights into learning experiences and self-reported confidence building. The findings suggest growth, rather than measured gains, in writing fluency, speaking clarity, and multimodal communication. Students reported improved confidence in using AI tools and demonstrated better understanding of privacy, copyright, and responsible tool use. As a case study of one university course, the findings reflect student perceptions within this limited context. The study highlights how carefully scaffolded AI-supported learning may benefit low-proficiency learners, especially when combined with interest-based tasks. The model offers a practical framework for educators seeking to integrate AI into language education while promoting digital citizenship. The study acknowledges the limitations of self-report data, and directions for further research are suggested.

Keywords: AI-enhanced learning, digital literacy, language education, online behaviour, perceived learning outcomes

 

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