From Kahoot to ChatGPT: Student Perceptions of EdTech and AI in English Language Learning Motivation

Session

Education and Development

Description

In the age of artificial intelligence and digital education, understanding how students respond to technology in the classroom has become increasingly important. This study explores the perceptions of middle and high school students regarding the impact of educational technology (EdTech) and AI-powered tools on their motivation to learn English as a foreign language (EFL). Conducted in a private school in Mitrovica, Kosovo, the study surveyed 130 students from grades 6 to 12 using a structured questionnaire administered via Google Forms. The survey focused on commonly used tools such as Kahoot, YouTube, Grammarly, Duolingo, and ChatGPT. The findings aim to reveal how frequently students engage with these tools, how they perceive their usefulness, and whether they feel more motivated or confident in learning English when digital tools are integrated into instruction. Preliminary results suggest that interactive and AI-supported platforms can enhance students' interest and participation, particularly when used in meaningful, context-driven ways. The study contributes to the growing body of research on technology-enhanced language learning and offers practical insights for educators seeking to integrate digital tools into their EFL classrooms effectively.

Keywords:

Educational Technology (EdTech); Artificial Intelligence (AI); ChatGPT; English as a Foreign Language (EFL); Student Motivation; Digital Tools; Student Perceptions

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-982-41-2

Location

UBT Lipjan, Kosovo

Start Date

25-10-2025 9:00 AM

End Date

26-10-2025 6:00 PM

DOI

10.33107/ubt-ic.2025.139

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Oct 25th, 9:00 AM Oct 26th, 6:00 PM

From Kahoot to ChatGPT: Student Perceptions of EdTech and AI in English Language Learning Motivation

UBT Lipjan, Kosovo

In the age of artificial intelligence and digital education, understanding how students respond to technology in the classroom has become increasingly important. This study explores the perceptions of middle and high school students regarding the impact of educational technology (EdTech) and AI-powered tools on their motivation to learn English as a foreign language (EFL). Conducted in a private school in Mitrovica, Kosovo, the study surveyed 130 students from grades 6 to 12 using a structured questionnaire administered via Google Forms. The survey focused on commonly used tools such as Kahoot, YouTube, Grammarly, Duolingo, and ChatGPT. The findings aim to reveal how frequently students engage with these tools, how they perceive their usefulness, and whether they feel more motivated or confident in learning English when digital tools are integrated into instruction. Preliminary results suggest that interactive and AI-supported platforms can enhance students' interest and participation, particularly when used in meaningful, context-driven ways. The study contributes to the growing body of research on technology-enhanced language learning and offers practical insights for educators seeking to integrate digital tools into their EFL classrooms effectively.