<![CDATA[Artificial intelligence (AI) has increasingly been integrated into English language learning by providing students with immediate access to information, explanations, and various learning resources. Among the emerging AI-powered applications, Perplexity AI has attracted attention for its ability to provide accurate responses accompanied by reference sources, making it a potential tool for supporting English language learning. This study aimed to explore how senior high school students use Perplexity AI in English learning and to investigate their perceptions of its use as a learning support tool. This study employed a descriptive qualitative design involving ten eleventh-grade students from Class XI IPA 1 at MAN 4 Bone, Indonesia, who had experience using Perplexity AI in English learning. The participants were selected purposively, and the data were collected through semi-structured interviews. The data were analyzed using the qualitative data analysis model proposed by Miles et al. (2014). The findings revealed that students primarily used Perplexity AI to understand grammar, translate unfamiliar vocabulary, complete English assignments, and search for additional learning resources. Students generally perceived Perplexity AI as a useful, practical, and accessible learning tool because it provided quick explanations, relevant references, and supported independent learning. However, participants also identified several limitations, including overly general responses, occasional inconsistencies with textbooks or teachers' explanations, and the need to verify AI-generated information using other reliable learning resources. The study concludes that Perplexity AI has considerable potential as a supplementary resource for English language learning when used critically, responsibly, and in conjunction with guidance from teachers and other credible learning resources.]]>
