Individual Differences in Language Education: An International Journal

There is a growing concern that the increased efficiency of using Generative Artificial Intelligence (GAI) text in the completion of educational tasks related to English language learning may come at the cost of whether or not students develop real language proficiency. This study investigated the perceptions and usage patterns of ten English-majored university students - whose English proficiency levels ranged from A2 to C1 (as designated by The Common European Framework of Reference for Languages - CEFR) - in their use of ChatGPT and other AI tools for coursework and self-study. Findings from interviews revealed notable individual differences. However, while all students acknowledged improved efficiency through GAI use, their perceived impact on language proficiency varied. Some A2 or B1 learners used GAI for speaking practices. Other students, particularly C1-level, perceived AI generated text as a tool for improving efficiency rather than language proficiency. These findings highlight the need to distinguish proficiency from efficiency and account for individual differences. Implications are made for a pedagogy that includes GAI-integrated language instruction.