Ai in English education: insights from social science students at the tertiary level in Bangladesh

Abstract

This study investigates the role of Artificial Intelligence (AI) tools in enhancing English language learning among social science students at the tertiary level in Bangladesh. It addresses the challenges of limited access to personalized and interactive learning in traditional classrooms and explores whether AI tools like ChatGPT and Gemini can complement or replace conventional teaching methods. Using a qualitative approach, semi-structured interviews were conducted with ten students from diverse universities to capture their experiences and perceptions. Findings reveal that AI tools provide personalized lessons, instant feedback, and flexibility, significantly aiding vocabulary acquisition, grammar practice, and pronunciation improvement. However, participants noted limitations such as a lack of cultural relevance, emotional engagement, and real-life conversational support. The study concludes that AI tools are most effective as supplementary aids rather than replacements for human instructors. Recommendations include developing culturally adaptive AI systems and integrating offline functionalities to enhance accessibility for Bangladeshi learners.