Artificial Intelligence in Higher Education - An Empirical Study on its Impact on French Language Learning Efficiency and Human Capital Formation
Opis
- Tytuł: Artificial Intelligence in Higher Education - An Empirical Study on its Impact on French Language Learning Efficiency and Human Capital Formation
- Autor/Autorzy:
- Nazwa czasopisma: European Research Studies Journal
- Rok: 2026
- Tom: XXIX
- Numer: 1
- ISSN: 1108-2976
- DOI: 10.35808/ersj/4326
- Adres www:: https://ersj.eu/journal/4326
- Strony od-do: 509-526
- Abstrakt: Purpose: The purpose of this study is to examine the impact of artificial intelligence (AI)-based tools on the effectiveness of learning French in higher education and to assess their role in the process of human capital formation. The study seeks to determine whether the integration of AI into academic language learning contributes to increased learning efficiency and supports the development of competencies relevant to the knowledge-based economy. Methodology: The research is based on an empirical study conducted using a structured online questionnaire. The survey included 15 questions, of which 10 were analyzed for the purposes of this article. The study was carried out among 97 undergraduate and graduate students of Romance Philology. The analysis relies on descriptive statistics and focuses on students’ experiences, frequency of AI usage, perceived effectiveness, and concerns related to AI-assisted language learning. Design/Research Questions: The study addresses the following research questions. To what extent do students use AI-based tools in learning French? How do students assess the impact of AI on the pace and effectiveness of language acquisition? Do students perceive AI as a substitute for or a complement to traditional teaching methods? What concerns are associated with the use of AI in academic language learning? Can AI-supported language learning be interpreted as a factor enhancing human capital formation? The research hypotheses are the followings: H1: Students using AI-based tools perceive an increase in the pace of learning French; H2: AI-based tools are perceived as supportive rather than substitutive in relation to traditional teaching methods; H3: The use of AI contributes to the perceived development of competencies relevant to human capital formation. Findings: The findings indicate that AI-based tools are widely used and highly integrated into students’ learning practices. A substantial majority of respondents report that AI accelerates the learning process and supports the acquisition of linguistic competencies. However, AI is not perceived as a replacement for the academic teacher. Instead, students view it as a complementary tool enhancing traditional educational methods. At the same time, respondents express concerns regarding potential language inaccuracies, reduced authentic interaction, and overreliance on technology. Practical recommendations: Higher education institutions should develop clear institutional guidelines for responsible AI usage in academic settings. Universities should adopt a hybrid educational model combining AI-supported learning with traditional teacher-led instruction. Academic programs should include digital literacy components focused on critical evaluation of AI-generated content. Further large-scale, multi-institutional studies should be conducted to measure the objective impact of AI on learning outcomes. Originality value: The study contributes to the existing literature by linking AI-assisted language learning with the economic concept of human capital formation. It integrates a pedagogical perspective with an economic framework and provides empirical evidence from the context of French language education in higher education.
- Dyscyplina: nauki o polityce i administracji
MARC
- 002 a Artificial Intelligence in Higher Education - An Empirical Study on its Impact on French Language Learning Efficiency and Human Capital Formation
- 003 b 0000-0002-7691-3856
- 003 b 0000-0002-6016-8564
- 003 a Ewelina Mitera (Autor)
- 003 a KATARZYNA SZMYD (Autor)
- 004 a Artykuł przeglądowy
- 006 a European Research Studies Journal
- 008 a 2026
- 009 a XXIX
- 010 a 1
- 011 a 1108-2976
- 013 a 10.35808/ersj/4326
- 014 a https://ersj.eu/journal/4326
- 015 a 509-526
- 020 a Purpose: The purpose of this study is to examine the impact of artificial intelligence (AI)-based tools on the effectiveness of learning French in higher education and to assess their role in the process of human capital formation. The study seeks to determine whether the integration of AI into academic language learning contributes to increased learning efficiency and supports the development of competencies relevant to the knowledge-based economy. Methodology: The research is based on an empirical study conducted using a structured online questionnaire. The survey included 15 questions, of which 10 were analyzed for the purposes of this article. The study was carried out among 97 undergraduate and graduate students of Romance Philology. The analysis relies on descriptive statistics and focuses on students’ experiences, frequency of AI usage, perceived effectiveness, and concerns related to AI-assisted language learning. Design/Research Questions: The study addresses the following research questions. To what extent do students use AI-based tools in learning French? How do students assess the impact of AI on the pace and effectiveness of language acquisition? Do students perceive AI as a substitute for or a complement to traditional teaching methods? What concerns are associated with the use of AI in academic language learning? Can AI-supported language learning be interpreted as a factor enhancing human capital formation? The research hypotheses are the followings: H1: Students using AI-based tools perceive an increase in the pace of learning French; H2: AI-based tools are perceived as supportive rather than substitutive in relation to traditional teaching methods; H3: The use of AI contributes to the perceived development of competencies relevant to human capital formation. Findings: The findings indicate that AI-based tools are widely used and highly integrated into students’ learning practices. A substantial majority of respondents report that AI accelerates the learning process and supports the acquisition of linguistic competencies. However, AI is not perceived as a replacement for the academic teacher. Instead, students view it as a complementary tool enhancing traditional educational methods. At the same time, respondents express concerns regarding potential language inaccuracies, reduced authentic interaction, and overreliance on technology. Practical recommendations: Higher education institutions should develop clear institutional guidelines for responsible AI usage in academic settings. Universities should adopt a hybrid educational model combining AI-supported learning with traditional teacher-led instruction. Academic programs should include digital literacy components focused on critical evaluation of AI-generated content. Further large-scale, multi-institutional studies should be conducted to measure the objective impact of AI on learning outcomes. Originality value: The study contributes to the existing literature by linking AI-assisted language learning with the economic concept of human capital formation. It integrates a pedagogical perspective with an economic framework and provides empirical evidence from the context of French language education in higher education.
- 022 a human capital
- 022 a artificial intelligence
- 022 a educational efficiency
- 022 a french language
- 022 a higher education
- 966 a nauki o polityce i administracji
- 985 a Wydział Pedagogiczny
- 985 b Instytut Nauk o Polityce i Administracji
Dublin Core
Indeksy
- Tytuł: Artificial Intelligence in Higher Education - An Empirical Study on its Impact on French Language Learning Efficiency and Human Capital Formation
- Autor (Twórca):
- Tytuł czasopisma : European Research Studies Journal
- Data: 2026
- Dyscyplina: nauki o polityce i administracji
- Słowa kluczowe w j. angielskim:
- Struktura: