Generative AI and Chatbots

As research progresses on the use of generative artificial intelligence (GenAI) tools like ChatGPT in education (Chiu et al., 2023; Law, 2024), there is an increasing need to understand students’ perceptions and their relationship with this technology (e.g., Ericsson et al., 2023), particularly in trilingual environments where the medium of instruction is not their first language (Chan & Hu, 2023). This chapter addresses this need by investigating university students’ perceptions of using GenAI within an English for Academic Purposes (EAP) course at a higher education institution in Hong Kong, exploring its potential and challenges in enhancing learning experiences. Through a case study design, students had both positive and negative perceptions toward GenAI and the tools that range from emotional reassurance they had when developing their academic language skills to ethical concerns such as cheating and privacy. These findings provide insights into the sustainable integration of GenAI chatbots in language classrooms, balancing technological advancements with ethical considerations to enhance educational outcomes. This chapter contributes to the ongoing discourse on the role of AI in education by offering practical strategies educators can use in collaboration with their students to structure GenAI and chatbot usage within the classroom while mitigating its associated challenges.