<![CDATA[This study aimed to explore students’ perceptions and experiences of using artificial intelligence (AI) in English language learning, particularly its perceived benefits, limitations, and ethical implications. A qualitative case study was conducted at Politeknik Ganesha Medan in Medan, North Sumatra, Indonesia, involving 15 students selected through purposive sampling based on their experience using AI-powered applications for learning English. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analysed using reflexive thematic analysis involving data familiarisation, initial coding, theme development, theme review, and interpretation. The findings revealed four principal themes: AI as an accessible and personalised learning assistant; AI support for vocabulary development, grammar correction, academic writing, translation, speaking practice, and pronunciation; concerns regarding inaccurate information and excessive dependence; and uncertainty surrounding academic integrity, authorship, and acceptable AI use. Students generally perceived AI as beneficial because it provided immediate explanations, language corrections, and opportunities for independent learning. However, they also recognised that uncritical reliance on AI could reduce cognitive engagement and expose learners to inaccurate or contextually inappropriate information. These findings indicate that the educational value of AI is determined not only by its technological capabilities but also by students’ AI literacy, agency, and institutional guidance. The study concludes that AI should be integrated as a critical learning scaffold rather than as a substitute for students’ independent thinking. English teachers and institutions should therefore provide explicit guidance on evaluating, acknowledging, and ethically using AI-generated content. Further research should examine whether students’ perceived benefits correspond to measurable language development.]]>
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