Exploring Cambodian EFL university students’ AI literacy and experiences: A qualitative analysis
DOI:
https://doi.org/10.62037/cjer.2026.06.01.03Keywords:
Artificial intelligence (AI), AI literacy, AI confidence, AI training, Cambodian university studentsAbstract
This study aimed to examine English as a Foreign Language (EFL) university students’ artificial intelligence (AI) literacy and confidence, the AI tools they utilized, their reasons for using them, the challenges they encountered, and their suggestions for integrating AI to support their learning. The study employed a qualitative approach and used purposive sampling for sample selection. Data were collected through an online open-ended questionnaire completed within a one-week period. A total of 137 English-major students from a large public university in Cambodia participated. The study found that students utilized various AI tools to support their EFL learning, and they learned about AI tools mainly through social media. The most commonly used tools included ChatGPT, Google Translate, Grammarly, and Quillbot. The students reported mixed levels of AI literacy and confidence and used AI for both educational and non-educational purposes. However, they reported that they encountered various challenges related to data accuracy, privacy and security concerns, and limited technological skills. They suggested developing AI policies and providing ongoing training to develop their AI literacy. The study offers various implications for university students, instructors, and educational institutions to help students develop AI literacy, nurture AI self-efficacy, and foster critical evaluation of AI-generated content rather than accepting it passively. The study concludes with recommendations for future research.
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