Students’ Readiness for Generative Artificial Intelligence in Malay Language Learning: A Survey Study

Generative artificial intelligence (GenAI) creates new opportunities to support language learning, yet its educational use among school students requires readiness that extends beyond access or willingness to use technology. This study examined Form Three students’ readiness to use GenAI in Malay language learning across four dimensions: knowledge and skills, use in Malay language learning, critical and ethical readiness, and confidence and acceptance. A cross-sectional survey was conducted with 118 students through a census approach involving the accessible population. Data were collected using the 21-item Students’ Readiness for Generative AI in Malay Language Learning Questionnaire (SK-AIGBM), rated on a five-point Likert scale. Descriptive analyses included frequencies, percentages, means, and standard deviations, while internal consistency was assessed using Cronbach’s alpha. Overall readiness recorded a mean of 3.759 (SD=.511), with an overall alpha of .939. Critical and Ethical Readiness recorded the highest relative mean (M=3.781, SD=.641), followed by Confidence and Acceptance (M=3.763, SD=.634), Knowledge and Skills (M=3.759, SD=.634), and Use in Malay Language Learning (M=3.731, SD=.652). The highest-scoring item concerned confidence in using GenAI to support Malay language learning (M=3.839), whereas the lowest concerned knowing how to use GenAI specifically for Malay language learning (M=3.678). The narrow spread across dimension means indicates a relatively balanced readiness profile rather than a substantively dominant dimension. The findings suggest that secondary students are generally receptive to GenAI but still require structured pedagogical guidance that connects confidence and awareness with subject-specific application. Malay language pedagogy should therefore emphasise purposeful prompting, verification of generated information, protection of personal data, academic responsibility, and students’ continued ownership of linguistic decisions and written work.

generative AI; Malay language; secondary school; student readiness; digital pedagogy

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