Purpose This study investigates the role of artificial intelligence (AI) in language learning among Ghanaian tertiary students. It focuses on students' perspectives on the effectiveness of AI tools in enhancing language skills, patterns of use, the specific languages for which AI is employed, and the stages in their academic journey when they adopted these technologies. The study aims to provide insights into how Ghanaian students integrate AI into their multilingual learning experiences, both within and beyond the classroom. Design/methodology/approach The study adopted a quantitative design, guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and Constructivist Learning Theory. It was designed as a descriptive survey rather than a model-testing study. The use of UTAUT was purely to frame the discussion, not to operationalise constructs for hypothesis testing. The Constructivist perspective emphasised students' active engagement with AI to construct knowledge. Data were collected through structured questionnaires from 713 students from four se
📖 افتح في inklap 🔗 DOI 📮 اطلب بحثاً