Exploring Korean University Students’ Perspectives on AI-Enhanced Project-Based Learning (PBL) in EFL Reading Classrooms

Abstract

This study examined Korean university EFL students’ perspectives on project-based learning (PBL) using AI tools in reading classes. Eighty students from two general English classes participated in a book-making project as a type of PBL, using ChatGPT as a language supporting tool. All participants completed a perception questionnaire after the project. Quantitative data were gathered through closed-ended questionnaires while qualitative data were collected through open-ended items. The research findings revealed that most students considered the reading project with ChatGPT beneficial for improving their English language skills, such as grammar, writing, speaking, and reading. Moreover, using AI for the project reduced anxiety and stress while increasing confidence. The results suggest that AI-enhanced PBL effectively integrates linguistic, cognitive, and affective dimensions of EFL learning, enabling students to engage in meaningful, personalized, and stress-free English practice. However, some students were concerned about overreliance on AI tools and the reliability of the information obtained from them. Overall, the study suggests that while the project can significantly influence language learning experiences, it is also important to address potential challenges. Considering the pedagogical implications discussed in this study, effective use of AI tools in the English language classes should be approached with careful consideration in the future.