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Artificial intelligence (AI) has gained acceptance in the field of education. Nevertheless, existing research on AI in education, particularly in foreign language (FL) learning and teaching, is notably limited in scope and depth. In the present study, we addressed this research gap by investigating social and computer science students' perceptions of the integration and use of AI-based technologies in education, focusing specifically on foreign language teaching. Using an online questionnaire, we analysed factors such as students' field of study, gender differences, and the type of AI used. The questionnaire included statements categorised into thematic clusters, with responses measured on a five-point Likert scale. Statistical analysis, including chi-square tests and Cohen's d, revealed that individuals studying computer science, males, and supporters of generative AI are more likely to use AI tools for educational purposes. They perceive fewer barriers to the integration of AI into FL education. Social science students and women are less likely to use AI tools in FL education and express scepticism about their potential to improve academic outcomes. They tend to be more critical or cautious regarding the role of AI in FL education. They view AI as a valuable tool that enhances the learning experience but, at the same time, recognise the irreplaceable role of human teachers. The study highlights the need for targeted educational initiatives to address gender and disciplinary gaps in AI adoption, promote informed discussions on AI in education, and develop balanced AI integration strategies to improve FL learning. These findings suggest educators and policymakers should implement comprehensive AI training programs and ethical guidelines for responsible AI use in (FL) education. • Computer science students and men are more inclined to use AI for education, including foreign language (FL) learning, than social science students and women, suggesting a split in AI acceptance and enthusiasm according to discipline and gender. • Participants show a strong preference for generative AI tools and recognise their potential for creating engaging and personalised learning experiences in the FL classroom. • Social science students and women express significant scepticism and ethical concerns about AI in (FL) education, particularly with regard to the potential replacement of human teachers and the ethical use of AI technologies. • The study emphasises the importance of educators receiving professional development and AI skills to effectively integrate AI into the (FL) classroom and suggests that both theoretical and practical training in AI can enable (FL) teachers to use AI tools responsibly. • AI is not seen as a replacement for human teachers, but as an assistive technology that can enhance language learning through personalised and interactive experiences. This emphasises the importance of a balanced approach to the integration of AI that retains the essential human aspect of (FL) education.
Dolenc et al. (2024) studied this question.