Attitudes and Trust in Ai-Language Learning Tools among Adult ESL Learners

Abstract

This study investigates the attitudes and trust of adult English as a Second Language (ESL) learner towards AI-powered language learning tools. Using a mixed-methods approach, the research collected data from 121 adult ESL learners in Punjab province through surveys and interviews. The study found generally positive attitudes towards AI language tools, with learners recognizing their potential to enhance language acquisition. However, trust levels varied, influenced by factors such as perceived effectiveness, quality of AI applications, and the balance between AI assistance and independent learning. Notably, learners did not view AI tools as a threat to human instructors, instead seeing them as complementary resources. The study revealed no significant gender differences in attitudes or trust levels. Challenges identified include the need for more interactive engagement, contextual nuances in language learning, and addressing privacy concerns. The findings highlight the importance of developing high-quality, reliable AI tools and integrating them thoughtfully into ESL curricula to maximize their potential benefits while maintaining learner autonomy and trust.