The Impact of Generative Artificial Intelligence on English Language Learning in Higher Education

The integration of Generative Artificial Intelligence (GenAI) into higher education has initiated a paradigm shift in English Language Learning (ELL). This paper comprehensively analyzes how tools like large language models impact university students' proficiency, engagement, and autonomous study routines. Utilizing a mixed-methods approach comprising a student survey and comprehensive pedagogical observations, this research explores both the significant affordances and pressing challenges introduced by GenAI. Key findings reveal substantial improvements in personalized vocabulary acquisition, context-aware writing assistance, and conversational confidence. However, severe dependencies on AI outputs threaten critical thinking and academic integrity. The paper outlines strategic pedagogical frameworks designed to integrate AI ethically into the university curriculum, shifting the instructional focus from mechanical output generation to evaluative and communicative digital literacy.