Exploring Nigerian Universities Students’ Attitudes Towards the Use of Artificial Intelligence in English Language Learning

Eugene Chukwuemeka Onuoha¹; Chinwe Onyemma Ngharamike²; Njoku, Charity Odochi³; Enwerem, Chioma Loveline⁴

^1,2,3&4Alvan Ikoku Federal University of Education, Owerri, Imo State, Nigeria

Abstract:
This study examined Nigerian universities students’ attitudes towards the use of Artificial Intelligence (AI) in English language learning, focusing on their perceptions of AI’s effectiveness, and potential challenges. Unlike previous researches that emphasized AI’s technical capabilities, this study explored students’ emotional and social responses to AI-powered language learning tools, providing a comprehensive understanding of AI adoption in Nigerian educational contexts. An analytical method was employed to discuss the effectiveness of artificial intelligence in enhancing English Language learning, intersectionality of artificial intelligence and cultural insensitivity. Results indicated that students have positive attitudes towards AI’s potential to enhance language learning, citing benefits such as personalized feedback and increased accessibility. However, concerns were raised about AI’s limitations, including lack of human interaction, cultural insensitivity, and technical issues. The findings suggested that AI developers and language educators should prioritize academic sensitivity, user-centered design, and teacher-student interaction when designing AI-powered language learning tools for Nigerian students. This study contributed to the under-researched area of AI adoption in Nigerian education and highlighted the need for context-sensitive approaches to AI integration.

Conclusion:
The integration of Artificial Intelligence (AI) in English language learning has been a transformative development in Nigerian universities, offering unprecedented opportunities for personalized and adaptive learning experiences. As this work has explored, AI-powered tools have the potential to revolutionize language learning, providing students with flexible and self-directed learning opportunities that cater to diverse learning styles and needs.

However, the intersectionality of AI and Nigerian universities students’ cultural insensitivity is a complex and multifaceted issue that warrants critical examination. As discussed earlier, AI-powered tools often reflect the cultural values and biases of their creators, leading to cultural insensitivity and marginalization of diverse student populations. This highlights the need for culturally sensitive AI-powered tools that accommodate the diverse linguistic and cultural backgrounds of Nigerian students.

The literature reviewed in this work suggests that AI-powered tools can perpetuate linguistic imperialism, cultural stereotypes, and biases, reinforcing negative attitudes towards certain cultures and communities. Nevertheless, AI also presents opportunities for promoting linguistic diversity, cultural inclusivity, and cultural awareness. By prioritizing cultural sensitivity and contextual relevance, Nigerian universities can harness the power of AI to promote more inclusive and effective language learning experiences.

Keywords: Artificial intelligence, English language learning, Nigerian universities students, attitudes, technology adoption

Exploring-Nigerian-Universities-Students