<![CDATA[The use of Generative Artificial Intelligence (GenAI) has created a gray area between legitimate language support and academic misconduct, especially in the case of foreign language programs where the linguistic form of the response is the assessed competence. This study investigated the perceptions, applications and justifications of GenAI among Indonesian students of German, using a mixed-methods approach. An explanatory sequential design combined a survey of 264 students of four German education programs with individual interviews of 14 students. A subset of language-related tasks and using GenAI to perform so-called three gap tasks (most notably translating their own Indonesian drafts into German) were widely accepted as legitimate language support, whereas using GenAI for entire assessments was condemned. Based on the Theory of Planned Behavior (TPB) and the neutralization theory, attitudes, perceived norms and perceived behavioral control (PBC) explained 53.8% of the intention to use GenAI, which in turn predicted reported engagement in questionable practice. Students believed it was ethically acceptable to use GenAI to produce the text in German if the content was in Indonesian because they had very limited ability in German. Overall, the findings show that programs with students at varying proficiency levels should use task-specific AI filters, and teach AI literacy to support process-based assessments and language learning.]]>
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