INFLUENCE OF ARTIFICIAL INTELLIGENCE ON ENGLISH LANGUAGE LEARNING AMONG FINAL-YEAR ENGLISH STUDENTS AT ENUGU STATE UNIVERSITY OF SCIENCE AND TECHNOLOGY.

This study investigates the influence of artificial intelligence (AI) tools on English language learning among final-year English students at Enugu State University of Science and Technology (ESUT), Enugu State, Nigeria. Anchored on Vygotsky’s Sociocultural Theory, the research explores how AI technologies, such as ChatGPT, Grammarly, and Duolingo, affect students’ language proficiency, engagement, and motivation. Using a descriptive survey research design, data were gathered from a purposively selected sample of 50 students through structured questionnaires comprising both closed and open-ended items. Findings revealed that AI tools significantly enhance students’ grammatical accuracy, vocabulary development, writing proficiency, and confidence in language use. Furthermore, AI usage increased student engagement and motivation, making language learning more interactive and enjoyable. However, the study also identified key challenges including limited internet access, inadequate digital devices, lack of user training, and concerns over dependency on AI and content reliability. Respondents advocated for the strategic integration of AI into classroom activities, capacity-building workshops, and clear ethical guidelines. The study concludes that AI tools, when responsibly and thoughtfully applied, can effectively complement traditional English language instruction. It recommends infrastructural support, teacher training, and policy frameworks to ensure equitable and ethical adoption of AI technologies in Nigerian tertiary education. Keywords: Artificial Intelligence, English Language Learning, Student Engagement, Language Proficiency, Sociocultural Theory, Nigerian Undergraduates, ESUT.