Responsible integration of generative AI in university English language learning

Abstract

This study examines the responsible integration of generative artificial intelligence (GenAI) in English language learning at Mattu University, focusing on opportunities, challenges, and ethical considerations. A mixed-methods design was employed, combining quantitative data from questionnaires completed by 124 first-year students with qualitative insights obtained from interviews with six English instructors and classroom observations. Findings reveal that students perceive GenAI as beneficial for idea generation, vocabulary development, grammatical accuracy, and learning engagement. However, concerns emerged regarding overreliance on AI-generated content, potential reductions in creativity, uneven access to digital infrastructure, and limited understanding of ethical use. Instructors acknowledged the pedagogical value of GenAI for streamlining lesson preparation and supporting differentiated instruction, yet emphasized the need for professional development to ensure effective and ethical implementation. Integrated analysis indicates that responsible GenAI use requires a coordinated approach that combines pedagogical scaffolding, AI literacy training, equitable access to technological resources, and clear institutional guidelines. The study concludes by offering practical recommendations for educators and administrators seeking to harness GenAI are potential while mitigating associated risks in higher-education English language programs.