<![CDATA[Abstract: The rapid advancement of artificial intelligence has brought sophisticated tools such as ChatGPT into the education sector, sparking increased curiosity and inquiries about their possible roles in learning a second language. This qualitative study utilizes a phenomenological framework to examine the personal experiences of university students learning English as a Foreign Language (EFL) at the English Department of the State Islamic Institute of Kerinci, Indonesia. The research examines how learners use ChatGPT as a supplementary tool to enhance their English proficiency within the framework of contemporary digital education. Data were gathered via in-depth, semi-structured interviews with 16 undergraduate EFL students and were thematically analyzed to uncover recurring patterns, themes, and insights about their experiences. The results indicate that students view ChatGPT as a beneficial aid and a possible obstacle in their English learning journey. Students prominently pointed out its contribution to improving their writing assignments, increasing vocabulary, enhancing listening and speaking skills, and providing a variety of accessible learning resources. Additionally, the immediate feedback and real-time support from ChatGPT were viewed as beneficial for practicing grammar and sentence formation. Nonetheless, worries were expressed regarding the precision of the information shared, the danger of overdependence on AI technologies, and the absence of individualized engagement that conventional educators provide. This study highlights that although ChatGPT can serve as a beneficial ally in language learning, successful incorporation demands critical analysis, explicit guidelines, and supportive teaching from educators to ensure its advantages are utilized responsibly.]]>
