Views: 1,482
Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence, No. 3. 2026. Pp.404-420
School of Business Administration, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines
As artificial intelligence becomes increasingly integrated into language learning, it offers conveniences like real-time feedback, yet ethical concerns such as data privacy and bias have surfaced. Despite its prevalence, a gap remains in understanding how learners navigate this dual experience. This exploratory study aims to examine the perceived conveniences learners experience through artificial intelligence, while investigating the ethical concerns influencing their engagement. Understanding this is significant for balancing innovation with ethical integrity. The study was conducted across three regions in the Philippines, Zamboanga Peninsula, Northern Luzon, and Western Visayas, to capture geographically diverse perspectives. Through purposive sampling, eighteen higher education students actively using artificial intelligence in their language studies participated in one-on-one, semi-structured interviews. Data were analyzed using reflexive thematic analysis. Beyond pedagogical strengths, findings revealed that students value efficiency and vocabulary support but worry about accuracy and privacy. Crucially, they view artificial intelligence as a tool that cannot replace the empathy and cultural nuance of human teachers. Findings will inform educators, developers, and policymakers on prioritizing transparency and adopting a hybrid approach to language learning.
Chavez, J. V., Samilo, P. J. E., Cabiles, N. V. A., Quinto, J. B., Maturan, E. F., Dimzon, S. D., Alzate, L. J. A., Eustaquio, M. T. L., Tandoc, J. P., Jr., & Adalia, H. G. (2026). Conveniences and Ethical Discomforts in Artificial Intelligence Language Learning among Philippine Students. Arab World English Journal, Special Issue on Artificial Intelligence, (3): 404-420
Alammar, A., & Amin, E. A. (2023). EFL students’ perception of using AI paraphrasing tools in English language research projects. Arab World English Journal, 14(3), 166–181. https://dx.doi.org/10.24093/awej/vol14no3.11
Alhamam, A. A. (2025). Investigating the role of AI tool interactions in enhancing English language acquisition among Saudi college students. Arab World English Journal, 16(3), 426–440. https://dx.doi.org/10.24093/awej/vol16no3.26
Al Hosni, J. (2025). Preserving authorial voice in academic texts in the age of generative AI: A thematic literature review. Arab World English Journal, 16(3), 244–258. https://dx.doi.org/10.24093/awej/vol16no3.14
Barrot, J. S. (2023). Using ChatGPT for second language writing: An analysis of automated feedback and student revisions. Assessing Writing, 57, 100755. https://doi.org/10.1016/j.asw.2023.100755
Binns, R. (2018). Fairness in machine learning: Lessons from political philosophy. Proceedings of the 2018 Conference on Fairness, Accountability and Transparency, 81, 149–159. https://doi.org/10.13140/RG.2.2.18663.50085
Blodgett, S. L., Barocas, S., Daumé III, H., & Wallach, H. (2020). Language (technology) is power: A critical survey of “bias” in NLP. Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics, 5454–5476. https://doi.org/10.18653/v1/2020.acl-main.485
Calzada, K. P. D. (2024). Anti-dependency teaching strategy for innovation in the age of AI among technology-based students. Environment and Social Psychology, 9(8), 3026. https://doi.org/10.59429/esp.v9i8.3026
Carpio, L. B., Perano, E. J., & Chavez, J. V. (2024). Technology-based teaching among nursing instructors: Confidence and apprehension in using simulation equipment for training. Environment and Social Psychology, 9(8), 2591. https://doi.org/10.59429/esp.v9i8.2591
Ceneciro, C. J. C., & Chavez, J. V. (2025). Differentiated instruction through AI: Accommodating diverse learning styles in higher education. Environment and Social Psychology, 10(1), 1–14. https://doi.org/10.59429/esp.v10i1.3412
Chavez, J. V. (2022). Narratives of bilingual parents on the real-life use of English language: Materials for English language teaching curriculum. Arab World English Journal, 13(3), 325–338. https://dx.doi.org/10.24093/awej/vol13no3.21
Chen, X., & Zhang, W. (2021). AI-supported adaptive learning in second language acquisition: A review. Computer Assisted Language Learning, 34(5–6), 555–575. https://doi.org/10.1080/09588221.2020.1798557
Dahbi, M. (2023). Integrating an intelligent language tutoring system in teaching English grammar. Arab World English Journal, 14(4), 189–196. https://dx.doi.org/10.24093/awej/vol14no4.11
Deng, X., & Yu, Z. (2023). A meta-analysis and systematic review of the effect of chatbots on English learning interest and anxiety. Sustainability, 15(5), 4380. https://doi.org/10.3390/su15054380
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford University Press.
Godwin-Jones, R. (2021). Emerging technologies: Will AI speak for us? Language learning and the challenge of artificial speakers. Language Learning & Technology, 25(2), 1–10. http://hdl.handle.net/10125/73443
H., S., & Habiballah, S. (2025). A comparative study of human and AI-assisted assessment using ChatGPT: The case of Moroccan EFL learners. Arab World English Journal, 16(3), 175–187. https://dx.doi.org/10.24093/awej/vol16no3.10
Kakumanu, L. (2025). Harnessing AI in CALL: Theories, pedagogies, and applications for adult language learning. Arab World English Journal, 16(3), 144–158. https://dx.doi.org/10.24093/awej/vol16no3.8
Knox, J. (2020). Artificial intelligence and education in China. Learning, Media and Technology, 45(3), 298–311. https://doi.org/10.1080/17439884.2020.1754236
Lee, H., & Lee, J. H. (2023). The effects of AI-guided individualized language learning: A meta-analysis. Language Learning & Technology, 27(1), 134–157. https://doi.org/10125/73503
Li, X., & Kim, Y. (2023). Family socio-economic status and parental involvement in Chinese EFL learners’ success: The mediating role of learning motivation. System, 114, 103019. https://doi.org/10.1016/j.system.2023.103019
Liu, M., Wang, X., & Zhang, H. (2022). Exploring students’ experiences with AI chatbots for learning English as a foreign language. Education and Information Technologies, 27(1), 783–800. https://doi.org/10.1007/s10639-022-11111-x
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education.
Mohamed, S. S. A., & Alian, E. M. I. (2023). Students’ attitudes toward using chatbot in EFL learning. Arab World English Journal, 14(3), 15–27. https://dx.doi.org/10.24093/awej/vol14no3.2
Mundo, M. A. D., Reyes, E. F. D., & Gervacio, E. M. (2024). Discourse analysis on experience-based position of science, mathematics, and Tech-Voc educators on generative AI and academic integrity. Environment and Social Psychology, 9(8), 3028. https://doi.org/10.59429/esp.v9i8.3028
Perkins, M., & Roe, J. (2023). Generative AI tools in academic research: Applications and implications for qualitative and quantitative research methodologies. International Journal of Social Research Methodology, 26(5), 611–626. https://doi.org/10.1080/13645579.2023.2205565
Sapuan, W. N. M., Sulaiman, N. A., & Mohamad, M. (2025). The trends in the integration of AI technologies in English language teaching: Systematic literature review. Arab World English Journal, 16(3), 259–269. https://dx.doi.org/10.24093/awej/vol16no3.15
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.
Viberg, O., et al. (2025). What explains teachers’ trust in AI in education across six countries? International Journal of Artificial Intelligence in Education, 35(3), 1288–1316. https://doi.org/10.1007/s40593-024-00395-x
Wang, S., & Vasquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412–430. https://doi.org/10.11139/cj.29.3.412-430
Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235. https://doi.org/10.1080/17439884.2020.1798995
Xiao, J., et al. (2025). On the algorithmic bias of aligning large language models with RLHF: Preference collapse and matching regularization. Journal of the American Statistical Association. Advance online publication. https://doi.org/10.1080/01621459.2025.230712
Xu, B., & Wang, J. (2023). Adaptive AI in online language education: Opportunities and concerns. International Journal of Artificial Intelligence in Education, 33(2), 149–168. https://doi.org/10.1007/s40593-022-00298-y
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on AI in education: Promises and challenges. Educational Research Review, 28, 100290. https://doi.org/10.1016/j.edurev.2019.05.002
Zhang, C., Rice, R. E., & Wang, L. H. (2024). College students’ literacy, ChatGPT activities, educational outcomes, and trust from a digital divide perspective. New Media & Society. Advance online publication. https://doi.org/10.1177/14614448241301741
Jason V. Chavez, Ph.D. is an academic leader and researcher with over 15 years of experience in higher education and research management. He has served as Director for Research Operations and Flexible Learning at Zamboanga Peninsula Polytechnic State University, mentoring students toward international research recognition. His publications span education, language, technology, and gender studies, with works indexed in Scopus and Clarivate journals. He is a member of the National Research Council of the Philippines and has taught campus journalism and purposive communication, actively training budding campus journalists and researchers. ORCID: https://orcid.org/0000-0002-4986-1034
Pearly Jade E. Samilo is an Associate Professor V at West Visayas State University, Philippines. With a Ph.D. in Education – Curriculum Development, her research focuses on the interplay of teaching and learning, particularly in Filipino language, literature, cultural pedagogy, and curriculum design. She actively publishes in reputable journals and develops Filipino language instructional materials. ORCID: https://orcid.org/0009-0005-5812-2224
Neña Vanessa A. Cabiles is an Associate Professor 5 at the West Visayas State University, La Paz, Iloilo City, Philippines. She earned her Doctor of Philosophy in Education, specializing in Curriculum Development. Her scholarly work primarily focused on the interrelations of teaching and learning, with particular emphasis on language and literature education, cultural pedagogy, curriculum design, and the development of instructional materials. Dr. Cabiles has contributed to various Scopus-indexed and peer-reviewed journals and continues to engage in research that advances curriculum innovation and pedagogical practice.
ORCID: https://orcid.org/0009-0003-5102-9479
Joseph B. Quinto is an assistant professor and the chairperson of the Department of English, College of Arts and Humanities, Benguet State University. His research interests include English language education, English as a second/foreign language, development education, and communication studies. ORCID: https://orcid.org/0000-0002-6155-0693
Erwin F. Maturan, Dean of the College of Teacher Education, holds a PhD in Development Management major in Educational Administration. A language educator who also teaches Professional Education courses, he demonstrates strong leadership, academic excellence, and commitment to community engagement through active involvement in extension programs and educational initiatives. ORCID: https://orcid.org/0000-0002-6296-3799
Salita D. Dimzon is a dedicated educator with expertise in English language teaching and educational management. She holds a BA in English, MA in Teaching English as a Second Language, and has completed PhD academic requirements in English. She also earned PhD in Educational Management. She teaches in the graduate school and serves as Chairperson of Extension Services and Development at ISUFST-Dumangas Campus. ORCID: https://orcid.org/0009-0005-8966-4958
Leizl Joy A. Alzate is currently teaching at Isabela State University. She holds a master’s degree in Master of Arts in Education (English) and has earned units toward a Doctor of Education in Language Education (English). She is actively involved in research, extension, and educational development initiatives, contributing to academic growth and community engagement.
ORCID: https://orcid.org/0009-0005-7790-4694
Ma. Theresa L. Eustaquio Ma. Theresa L. Eustaquio is an Associate Professor at Isabela State University Echague Campus, and at present the Research and Development director of Isabela State University Echague Campus. Concurrently she is also designated as the chairperson of the Department of Languages & Literature Graduate Programs. She is a graduate of Doctor of Philosophy in Language Education at Saint Louis University, Master of Arts in Education major in English and Bachelor of Arts in English at Isabela State University. She published researches along testing and assessment, language teaching, curriculum planning, and sociolinguistics, and language studies. ORCID: https://orcid.org/0000-0001-9340-4722
Juanito P. Tandoc, Jr. is a Professor II at Isabela State University Echague Campus and currently the Dean of the College of Arts and Sciences. He is a graduate of Doctor of Philosophy in Language Education at Saint Louis University, Master of Arts in Education major in English at University of La Salette, and Bachelor of Arts in English at Isabela State University. He publishes researches along psycholinguistics, sociolinguistics, language studies, and language education. ORCID: https://orcid.org/0000-0002-5168-8461
Haydee G. Adalia is an Associate Professor and Chairperson of the Department of English at Western Mindanao State University (WMSU). She holds a Master of Arts in English Language Teaching and is currently a Ph.D. candidate in Language Studies at Ateneo de Zamboanga University. Previously, she served as the university’s Human Resource Development and Communication Coordinator ORCID: https://orcid.org/0009-0008-8425-6519