AI Tool Usage and Student Motivation in English Language Learning: A Descriptive-Correlational Study of First-Year College Students

This study examined the relationship between AI tool usage and student motivation in English language learning among first-year college students. Specifically, it determined the current landscape of AI tool usage in terms of duration of AI use, AI tool repertoire, functional use of AI tools, AI integration into learning routines, and feedback tools; the extent of student motivation in terms of enjoyment and interest, instrumental goals and reward, sense of choice and control, capability and progress, and feeling of connection; and the significant relationship between AI tool usage and student motivation. The study used a quantitative descriptive-correlational research design. Data were collected from 120 purposively selected first-year college students using a researcher-made questionnaire. Frequency, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient were used to analyze the data. Results showed that students used AI tools in diverse and purposeful ways, particularly for grammar correction, writing support, translation, feedback-seeking, and integration into learning routines. Students were generally moderately motivated when using AI as a learning medium, especially when it supported enjoyment, learning goals, choice, perceived capability, progress, and connection to learning. Significant relationships were found between functional AI use, AI integration, feedback tools, and all student motivation indicators. However, duration of AI use was not significantly related to motivation. The study concludes that the motivational value of AI is associated more with purposeful and functional use than with length of exposure.

AI tool usage, student motivation, English language learning, first-year college students, descriptive-correlational research

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