<![CDATA[This study explores students' awareness, perceptions, and utilization of AI tools in English language learning at STIPARY Tourism Academy Yogyakarta. Using a mixed-method approach with a concurrent triangulation design, quantitative data were collected through surveys (n=32), while qualitative insights were gathered from semi-structured interviews (n=10). Findings reveal generally positive attitudes toward AI tools such as ChatGPT, Duolingo, and Grammarly, particularly for vocabulary acquisition, pronunciation practice, and grammar improvement. Students appreciated AI’s accessibility and real-time feedback but expressed concerns about over-reliance, potential impacts on critical thinking, and the inability of AI to replicate human interaction. Frequent AI users exhibited greater confidence, autonomy in self-correction, and engagement in language learning. However, challenges such as adapting to AI, content reliability concerns, and financial constraints were noted. While AI enhances language learning experiences, its effectiveness depends on structured implementation, guided integration with traditional instruction, and institutional support. The study’s limitations include its small, context-specific sample, reliance on self-reported data, and cross-sectional design. Future research should explore AI’s long-term effects on language proficiency and address external factors influencing AI adoption in education]]>
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