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Paper 2026-20

ИЗПОЛЗВАНЕ НА ИЗКУСТВЕН ИНТЕЛЕКТ ПРИ ИЗПЪЛНЕНИЕ НА ЗАДАЧИ ПО АНГЛИЙСКИ ЕЗИК: СРАВНЕНИЕ НА ВЪЗПРИЯТИЯТА, АНГАЖИРАНОСТТА И АВТОНОМНОСТТА НА СТУДЕНТИТЕ – БЪДЕЩИ УЧИТЕЛИ

Ваня Милчова Йорданова
Великотърновски университет „Св. св. Кирил и Методий“, филиал Враца

INTEGRATION OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TASKS: A COMPARISON OF THE PERCEPTIONS, ENGAGEMENT, AND AUTONOMY OF THE STUDENTS – FUTURE TEACHERS

Vanya Milchova Yordanova
St. Cyril and st. Methodius University of Veliko Turnovo, Vratsa branch

* Научното изследване е проведено като част от проект: „Изкуственият интелект във висшето образование – предизвикателства, перспективи и възможности“, договор № ФСД-31-354-1/28.04.2026 г., по Наредбата за условията и реда за оценката, планирането, разпределението и разходването на средствата от държавния бюджет за финансиране на присъщата на държавните висши училища научна или художественотворческа дейност.

Abstract: The integration of artificial intelligence (AI) in language education has introduced new forms of learner assistance, raising questions about its impact on student agency and learning processes. This study explores differences between AI-supported and non-AI task performance in an English as a Foreign Language (EFL) context, focusing on perception, motivation, and independence. Using a quasi-experimental design, students were divided into two groups: one using AI tools and a control group completing the same task without AI support. Data was collected through a structured questionnaire and analysed quantitatively and qualitatively. Results indicate that while AI use enhances confidence and engagement, it is also associated with increased reliance on external support. The findings contribute to discussions in Second Language Acquisition and suggest the need for pedagogical strategies that balance technological support with learner autonomy.

Keywords: Artificial Intelligence (AI), English as a Foreign Language (EFL), AI-assisted learning, learner autonomy, student engagement

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