Research Results · 2026
A Study on University Students’ Use of Generative AI for English Language Learning
대학생의 영어학습에서 생성형 AI 활용 실태에 관한 연구
Corrected analysis based on 106 valid responses, tracing how university students use, evaluate, and question generative AI in English learning.
Quantitative + Qualitative
Online Survey
Overview / 01
Adoption is nearly universal. Trust is not.
Tools / 02
The tools students reach for first.
Among 105 students with generative AI experience, Gemini and ChatGPT were used at almost identical rates. Multiple responses were allowed.
Practice / 03
Translation leads. Learning follows.
Among 95 students who used generative AI for English learning, translation was the dominant purpose, followed by grammar correction and English writing.
Tension / 04
Useful enough to keep. Uncertain enough to verify.
Students expressed strong intentions to continue using AI, while 60.0% named uncertain answer accuracy as their most common inconvenience.
Potential as a supplementary learning tool
4.6195.8% agreeIntention to continue using generative AI
4.5596.8% agreeTime-saving value
4.4592.6% agreeNeed to verify AI-generated information
4.4189.5% agreePerceived usefulness
4.3188.4% agreeVoices / 05
What students want next.
Twenty-eight analyzable open-ended responses were coded thematically. Accuracy and natural, context-sensitive expression appeared most often.
Accuracy & reliability
09Natural expression & cultural context
07Accessibility & efficiency
06Voice & pronunciation
06Answer control
05Personalization
03Full sample N=106 · Generative AI experience n=105 · English-learning AI users n=95 · Open-ended analyzable responses n=28
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