Perceptions and Preferences Towards Technology-Assisted (AI, Vr, and Mobile) English Language Learning From the Perspective of Esl Pre-Service Flight Attendants

This study examined ESL pre-service flight attendants’ perceptions of AI-, VR-, and mobile-assisted English language learning, as well as their preferred learning mode and the factors influencing that preference. A quantitative cross-sectional survey was conducted with 60 pre-service flight attendant students at a vocational college in China, and the data were analyzed using descriptive statistics. The findings showed that the participants held generally positive perceptions of all three technology-assisted learning modes, although each mode was valued for different reasons. AI-assisted English learning was viewed most positively in relation to immediate feedback, efficiency, and speaking support. VR-assisted English learning was more strongly associated with realism, immersion, and future professional communication. Mobile-assisted English learning received the highest overall evaluation and emerged as the most preferred mode because of its convenience, accessibility, and ease of regular use. The findings suggest that ESL pre-service flight attendants do not perceive these technologies as interchangeable, but rather associate them with different learning functions in vocational English learning contexts.