http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/94 2026-08-23T22:10:51Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12890 Title: Ethical Use of AI Tools in L2 Learning: Observations of Undergraduate Critical AI Literacy in an ESL Context Authors: Raguram, L. Abstract: The emergence of Artificial Intelligence (AI) in higher education has enhanced second language (L2) learning by solving language issues in text production, translation, grammar correction, summarisation, and academic research. However, the overuse of AI tools indicates an ethical or critical drawback among the learners. In this scenario, critical AI literacy means “the ability to understand, evaluate, and use AI tools with a perception of their limitations, biases, and risks”. It enables the learners to question AI-generated outputs and use AI responsibly as a support for learning rather than a replacement for human thinking. Against this backdrop, this study investigates undergraduate awareness of ethical AI use and their level of critical AI literacy, aiming to encourage responsible AI engagement. The data were gathered under a mixed-methods research design that combines a questionnaire administered to 120 second-year Arts undergraduates at a Sri Lankan state university and semi-structured interviews with nine ESL instructors teaching the same cohort. The study explores the students’ understanding of the ethical considerations in AI usage, their awareness of the risks of bias, misinformation, and plagiarism, and their critical evaluation of AI-generated outputs. The findings reveal high levels of AI adoption, with students frequently using multiple tools for academic tasks. The majority of the participants demonstrated awareness of ethical concerns, despite their unfamiliarity with the term “critical AI literacy”. However, this contrasts with classroom observations by the teacher respondents, which indicate that students often submit AI-generated responses for assignments and classroom activities. The results further show a variance in critical AI literacy levels. Overall, the study suggests that although the undergraduates display a notable level of ethical awareness, their evaluation of critical AI usage remains inconsistent. The paper argues in favour of a systematic introduction of critical AI literacy components into L2 curricula. 2026-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12889 Title: Exploring Students' Perceptions on AI Utilisation in ESL Learning Authors: Raguram, L.; Thinuja, U. Abstract: In an era of digital transformation in education, comprehending students' perspectives on artificial intelligence (AI) in language acquisition is crucial for informed pedagogical strategies. The objective of this study is to investigate 3rd-year Arts undergraduates' awareness and attitudes towards AI implementation in English as a Second Language (ESL) learning at the University of Jaffna, aiming to disseminate efficacious AI employment practices among students. Employing a mixed-methods approach, data were collected through questionnaires and informal discussions after obtaining informed consent from the samples. A total of 116 responses were collected from the administered questionnaire, while informal discussions engaged 90 students from various departments. The findings from both the questionnaire and discussions present a contradictory narrative: while AI is a prevalent topic, over half of the students lacked understanding of the term "AI," often using tools like Google Translate unknowingly. Similarly, although the students used ChatGPT, they often struggled with effective usage. Limited guidance from educators, who themselves are not proficient in AI, further exacerbates this gap. Nonetheless, students exhibit enthusiasm for AI integration in learning contexts. Consequently, the study recommends providing educators with training on AI integration to empower them to guide students towards self-directed and lifelong learning, thereby bridging the knowledge gap and fostering autonomous learning environments conducive to ESL education. 2024-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12888 Title: Integrating AI Technology in ESL Instruction to Foster Self-Regulated Learning: Teachers' Perception Authors: Raguram, L. Abstract: The integration of artificial intelligence (AI) technology in English as a Second Language (ESL) instruction has gained increasing attention as a means of fostering self-regulated learning (SRL) among students. This study attempts to explore the perceptions of ESL instructors at state universities in Sri Lanka. A mixed-methods approach incorporating questionnaires and semi-structured interviews was employed to gather data from a sample of ESL instructors from eight state universities in Sri Lanka, after obtaining their consent. The questionnaire assessed ESL instructors' familiarity with and usage of AI technology in their instructional practices, as well as their beliefs and attitudes towards the integration of AI for SRL, whereas semi-structured interviews were conducted to obtain in-depth insights into their experiences and challenges. In addition, recommendations for effectively incorporating AI technology into ESL instruction in order to enhance SRL among ESL learners were also obtained. Findings revealed that while ESL instructors exhibited varying levels of familiarity with AI technology, there was a general recognition of its potential benefits in promoting SRL. They acknowledged the ability of AI tools to provide personalised feedback, facilitate autonomous learning, and foster self-assessment skills. However, concerns were also expressed about technical barriers and ethical considerations associated with AI systems, including fear that the technology would replace human interaction. The need for professional development and support in utilising AI tools was also highlighted. These findings will contribute to the development of strategies and policies that promote the successful integration of AI technology in ESL instruction, ultimately enhancing students’ self-regulated learning experiences. 2023-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/12887 Title: Stress and Learning: Mindfulness Strategies in Tertiary Level ESL Classrooms Authors: Raguram, L. 2023-01-01T00:00:00Z