EuroCALL 2025. Advancing CALL: New research agendas

Università Cattolica del Sacro Cuore is delighted to host the EuroCALL 2025 conference in Milan, Italy. The theme of EuroCALL 2025 is Advancing CALL: new research agendas.

As technology reshapes the way languages are taught and learned, this conference focuses on innovative approaches that push the boundaries of CALL research. We will discuss and explore the forefront of research methodologies and dive into the tools, frameworks, and experimental designs that define the future of language education.

Join us to share your real-world experiences of CALL research and teaching and connect with our vibrant community of practitioners.

URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/231933

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Preface
(Editorial Universitat Politècnica de València, 2025-12-22) Morgana, Valentina
[EN]The EuroCALL 2025 Conference was held in Milan, Italy, from August 27 to 30 and was hosted by the Università Cattolica del Sacro Cuore in collaboration with the EuroCALL Executive Committee. Under the theme Advancing CALL: New research agendas, the conference focused on the ongoing transformation of Computer-Assisted Language Learning (CALL) in the age of artificial intelligence, highlighting new methodological and conceptual approaches as well as the ethical, pedagogical, and social implications of technological innovation. The conference brought together approximately 300 participants from 39 countries and featured a rich academic programme including workshops, keynote lectures, paper presentations, symposia, posters, and Special Interest Group meetings. The four plenary speakers offered complementary perspectives on CALL research, addressing issues such as research quality and ethics, the evolution of corpus linguistics in the AI era, virtual exchange as an inclusive space in teacher education, and the integration of AI and virtual reality to promote human connection, intercultural dialogue, and social justice. Overall, EuroCALL 2025 highlighted the strength and adaptability of the EuroCALL community and identified two main directions for future research: the design of technology-mediated learning experiences that foster communication, autonomy, and reflection, and the development of pedagogically meaningful and ethically responsible research approaches. The volume resulting from the conference includes 68 short papers reflecting current empirical, theoretical, and exploratory work in the field of CALL.
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Developing learners’ communicative competence in English as an international language using non-native English variations with AI speech synthesis technology
(Editorial Universitat Politècnica de València, 2025-12-22) Ishikawa, Yasushige; Kasamaki, Tomoko; Takamichi, Shinnosuke; Fujiwara, Shigeo; Yoshikawa, Yusuke; Yui, Kikuko; Umemoto, Takatoyo
[EN] This study developed an English as an International Language (EIL) learning program that integrates non-native English variations generated through AI-driven text-to-speech (TTS) technology and examined its educational effectiveness through a pilot intervention. The program was conducted with 15 Japanese university students over five sessions. To assess its impact, pre- and post-questionnaires were administered, including a listening test using TTS voices and the EIL Perception Scale, along with open-ended reflective responses. Although no statistically significant improvement was found in listening test scores, a positive trend was observed in the Strategies for Multilingual/Multicultural Communication subscale. Qualitative responses further revealed that the students developed more open and appreciative attitudes toward diverse English accents. These results suggest that exposure to TTS-synthesized non-native English variations can foster awareness of linguistic diversity and encourage learners to reframe native-speaker norms. However, limitations such as the short duration of the intervention, the small sample size, and reliance on self-report measures highlight the need for caution in interpretation. Future research should involve longer-term interventions, larger and more diverse learner populations, and multimodal assessment tools to more comprehensively evaluate the pedagogical potential of AI TTS-enhanced EIL education.
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Using Kahoot! as an engagement and recap tool in an online academic literacy module
(Editorial Universitat Politècnica de València, 2025-12-22) Madden, Oneil; Ewan, Malik
[EN] Research on the use of game-based learning platforms, such as Kahoot!, for academic purposes is limited, with existing studies focusing primarily on their application in foreign language contexts rather than in Academic Literacy. Consequently, this study seeks to provide insights into students’ perceptions of the gamified platform in this regard. To achieve this, a mixed-methods embedded design was used to collect responses from first-year students, enrolled in the course Academic Literacy for Undergraduates (ALU) at the University of Technology, Jamaica, through an online questionnaire. Twelve students participated in the study, after participating in at least four games of Kahoot! The aim was to review concepts covered in the class. Preliminary findings show that the majority of the participants were not familiar with Kahoot! before taking the module. Nevertheless, they deem it effective in improving their knowledge of academic literacy. Students indicated that Kahoot! helped them to learn new concepts and reinforce and apply concepts already learnt. Most students believe Kahoot! should be integrated into every class, due to its potential to stimulate recall and enhance competition; however, others preferred its use after each unit. Most students expressed feeling motivated and engaged while playing the game, though a few reported feelings of nervousness or confusion. Concerning the role of the instructor, participants suggested that instructors should monitor students’ responses and provide explanations for incorrect answers. The students have implications for formative assessment, pedagogical training and policy, and collaborative learning.
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Enhancing structural awareness with AI-powered sentence reordering: An automated tool for CLIL-based primary English education in Japan
(Editorial Universitat Politècnica de València, 2025-12-22) Nakata, Hazuki; Japan Society for the Promotion of Science
[EN] This study presents an AI-powered tool designed to promote structural awareness in Content and Language Integrated Learning (CLIL) lessons in Japanese primary schools. Since English became compulsory in 2020, teachers have encountered various challenges, such as restricted class time, insufficient resources and heavier workloads. The tool addresses these issues by enabling teachers to generate exercises for reconstructing word order using Excel input. Using large language models (LLMs) for content generation and browser-native text-to-speech (TTS) for accessible audio support, the tool fosters syntactic awareness through the Usage-Based Model and Focus on Form approaches. These approaches are guided by teachers and facilitated through interactive activities. In CLIL lessons, the tool is applied with meaningful subject content (e.g., mathematics, science, and social studies), so that students listen to and manipulate target sentences directly linked to the content. A mixed-methods evaluation involving six experienced teachers revealed reduced preparation time and increased student focus on sentence structure. Interviews confirmed engagement and compatibility with subject-based instruction in CLIL contexts. This study contributes to the design of theory-informed digital materials and supports the implementation of CLIL by making it easier for educators with limited ICT skills to create materials and enabling the sustainable integration of form-focused activities into subject-based instruction.
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Generative AI in virtual reality for the development of communicative self-efficacy
(Editorial Universitat Politècnica de València, 2025-12-22) Vasquez, P. Ezra; Kaplan-Rakowski, Regina
[EN] This paper examines how generative artificial intelligence (AI) in high-immersion virtual reality (VR) can support the development of communicative self-efficacy (CSE). Communicative self-efficacy refers to an individual’s belief in ability to interact effectively in spoken or written communication. This sense of confidence is shaped by linguistic competence and by experience in managing interactions, interpreting cues, and adapting to social contexts. VR-AI–assisted simulations enable repeated communication practice through personalized, responsive, situated, and safe scenarios. This conceptual paper outlines the rationale for VR-AI–assisted applications, reviews the research landscape, and discusses challenges related to the integration of AI in immersive learning environments for CSE.
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Assessing written texts: Can university students identify whether texts are written by humans or AI?
(Editorial Universitat Politècnica de València, 2025-12-22) Puig-García, Silvia; Manegre, Marni; Udeshinee, Piyumi; Mullen, Martin
[EN] In an era where AI is becoming more sophisticated and accessible, can students reliably distinguish between human-generated and AI-generated texts? This question underscores the need to incorporate generative AI platforms into learning environments to aid in increasing digital literacy (Creely et al., 2025). For example, AI chatbots are used to provide corrective feedback on foreign language writing tasks (Yang & Chen, 2025; Ziqi et al., 2024; Zou et al., 2024). The goal of this study is to determine whether university students can identify AI-generated texts and whether previous experience with the software, familiarity with AI, and location play a role. This was tested across 78 university students at two universities (NSBM Green University in Sri Lanka, Rovira and Virgili University in Spain). The students completed a pre-questionnaire, which was designed to collect background variables, including their use and knowledge of AI systems. They were then asked to read a series of texts and indicate whether they believed the text was written by a human, written and then translated with machine translation, or written by a chatbot (ChatGPT). The results from the students in Spain and Sri Lanka show that there are no significant differences in the responses. The participants could not distinguish between the human and AI-generated texts (choosing correctly only 30-40% of the time across all sections), which would suggest that the writing capabilities of AI systems are advanced enough that, even to those who believe they are familiar with the technology, they could not distinguish whether something is human-created or artificially created. These findings are relevant to educators interested in incorporating training or practice with Generative AI into their teaching practices.
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Integrating AI tools in Japanese EFL classrooms: Empowering self-regulated learning and cultural mediation
(Editorial Universitat Politècnica de València, 2025-12-22) Healy, Sandra; Ijiri, Amelia
[EN] This emic study explores the integration of AI tools in Japanese EFL classrooms to support self-regulated learning and cultural mediation. Grounded in Zimmerman’s Self-Regulated Learning (SRL) model and Vygotsky’s sociocultural theory, it examines how AI technologies can enhance learner autonomy while remaining sensitive to cultural context. Thirty undergraduate students at a national university in Japan engaged with ChatGPT, DreamStudio AI, Suno AI, and Poe.com chatbots through multimodal tasks designed to foster creativity and reflection. Data were collected through post-course surveys, reflective journals, and artefact analysis. Findings indicate that AI tools supported goal-setting, strategic task execution, and self-reflection, while also offering low-pressure scaffolding within students’ Zones of Proximal Development. AI interactions provided a low-stakes environment that eased culturally influenced reluctance to ask for help. Students’ familiarity with gaming environments also appeared to facilitate adaptation to AI-mediated learning, suggesting informal preparation for intercultural digital fluency. However, challenges emerged related to over-reliance, digital equity, and varying degrees of comfort with creative expression. The study contributes to a growing understanding of how AI can be integrated empathetically and equitably in culturally diverse educational environments. This exploratory study offers a preliminary framework requiring validation through larger-scale research.
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Japanese EFL learners’ perceptions and acceptance of multimodal AI chatbot tutoring
(Editorial Universitat Politècnica de València, 2025-12-22) Hofmeyr, Michael
[EN] Since the release of ChatGPT in 2022, AI has been rapidly and sometimes radically changing the landscape of foreign language education, with learners and teachers still coming to grips with the full implications of these new technologies. In this study, 93 undergraduate EFL learners at a private Japanese university were surveyed to investigate their perceptions and acceptance of AI chatbots as a tool for language education, as well as to determine their preferences for text-based or spoken modes of interaction between the learner and the AI. Learners were found to hold generally positive perceptions towards language practice using AI chatbots, with responses indicating that they find the chatbots generally easy, enjoyable, effective, and efficient to use, albeit only slightly so, and that they believe that interaction with the chatbots can improve vocabulary learning, better understanding of reading texts, and preparedness for in-class discussion activities. Furthermore, the data show that a large majority of learners prefer text-based interaction over spoken interaction with chatbots, although a substantial number of learners also stated a clear preference for the spoken modality. Overall, the findings suggest that learners perceive LLM-based chatbots as a viable practice method to prepare for in-class discussion activities.
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AI-enhanced extensive reading: Empowering learners as content creators
(Editorial Universitat Politècnica de València, 2025-12-22) Brierley, Mark; Ross, Gary; Japan Society for the Promotion of Science
[EN] Extensive Reading (ER) is a well-established approach to second language acquisition, emphasising large volumes of enjoyable, comprehensible input. Despite its documented benefits for reading fluency, vocabulary growth, and learner motivation, ER programmes face persistent challenges, including limited access to graded materials, difficulty maintaining learner engagement, and constraints in tailoring content to individual needs. This paper introduces Extensive Reading and AI (ERAI), a prototype platform that integrates generative artificial intelligence to support ER pedagogy. ERAI enables the rapid creation of level-appropriate reading texts, customised for learners’ interests, cultural contexts, and linguistic profiles, while maintaining the repetition and language control necessary for sustained acquisition. The paper situates ERAI within established definitions of ER and reviews relevant research on reading processes and individual differences. Particular attention is given to issues of motivation, accessibility, and the alignment of AI-generated materials with ER principles. While empirical evaluation remains ongoing, ERAI demonstrates how emerging technologies may address current ER limitations and expand its reach to a broader population of language learners. The paper concludes by identifying future directions for research, including evaluation of learning outcomes, data privacy considerations, and cross-linguistic implementation.
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Balancing the integration of cutting-edge research methodologies in CALL with context-specific approaches in less commonly taught language (LCTL) and endangered language (EL) settings
(Editorial Universitat Politècnica de València, 2025-12-22) O'Toole, Jane; Ward, Monica; Caoimhín, Ó Dónaill; Xu, Liang; Żammit, Jacqueline; Madden, Oneil
[EN] The teaching and learning ofLless Commonly Taught Languages (LCTLs) present distinct challenges and opportunities that differ significantly from those in more commonly taught language environments. This paper explores how advances in Computer-Assisted Language Learning (CALL) and emerging research methodologies can support learner engagement across a number of LCTL contexts in primary education and higher education settings internationally. The three case studies relating to integration of CALL in primary education settings explore the teaching and learning of both the Irish language and the Japanese language in Ireland. The teaching and learning of Irish, Maltese and Jamaican Creole at higher education insititutions provide a further three case studies which inform CALL research methodologies and practice. The collective outcomes of the featured case studies inform the exploration of key opportunities and challenges which face LCTL educators and learners across global learning contexts. It is argued that while AI and cutting-edge tools offer clear potential (Mohsen et al., 2024), person-centred, context-sensitive methodologies remain essential to support effective CALL integration in specific settings (O’Toole, 2023).
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Impact of video games on language and interaction
(Editorial Universitat Politècnica de València, 2025-12-22) Frazier, Erin; Woldeab, Sammy
[EN] Games—whether analog, digital, or hybrid—are increasingly used in language learning for their ability to combine educational methodologies with pedagogical innovation. Video games, in particular, have been shown to support various aspects of human development and foster what Reinhardt and Thorne (2020) describe as “ludic engagement as a form of developmentally productive activity.” This study investigates natural communication strategies used during cooperative gameplay in Overcooked 2, a fast-paced cooking simulation game. The goal is to identify strategies that enhance cross-cultural communication and apply them in educational contexts. The study was conducted at the tertiary level with students from diverse linguistic and cultural backgrounds. Participants took part in a 45-minute session, including game play, semi-structured group discussion, and then a second gameplay session to observe changes in communication behaviors. Researchers recorded and transcribed player interactions, analyzing them through the lenses of interactional competence and discourse analysis. The study addressed two key questions: (1) What verbal and non-verbal communication strategies do participants exhibit? (2) How might social variables (roles, group dynamic, and age) inform the communication strategies used by participants? This article will detail the pragmatic strategies used by participants and conclude with practical recommendations for language educators, offering evidence-based techniques to improve classroom communication through game-based learning.
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Towards inclusive CALL for Irish: A game-based approach for dyslexic students informed by an English language pilot study
(Editorial Universitat Politècnica de València, 2025-12-22) Ward, Monica; Xu, Liang; Uí Dhonnchadha, Elaine
[EN] Computer-Assisted Language Learning (CALL) enables learners to progress at their own pace, moving quickly through familiar material and spending more time on areas that require additional support. This flexibility is particularly beneficial for learners with specific learning differences such as dyslexia, where targeted digital interventions can enhance reading and language outcomes. In Ireland, Irish is a compulsory subject in most schools; however, there are limited resources to support dyslexic students, particularly in Irish-medium education. This paper reports on the development and evaluation of a digital game-based language learning approach designed to support dyslexic learners. Findings from a pilot study with dyslexic students using an English-language version of the game provide insights into design strategies and learner engagement. The study discusses key challenges and outlines a roadmap for developing inclusive CALL resources for the Irish language, contributing to a broader understanding of how technology can support equitable language learning.
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Effects of ChatGPT on revision practices: Improving learner autonomy and critical engagement―A comparison with DDL practices
(Editorial Universitat Politècnica de València, 2025-12-22) Satake, Yoshiho; Japan Society for the Promotion of Science
[EN] This study explores the impact of ChatGPT-3.5 on the academic writing development of Japanese university students in an English writing course. The study is framed through a comparative lens with data-driven learning (DDL) research, aiming to evaluate how insights from DDL can help interpret the outcomes of AI-assisted instruction. Unlike traditional DDL approaches, which emphasize discovery learning through concordance lines, ChatGPT offers immediate, fluent, context-sensitive feedback with minimal cognitive cost. Over a 15-week period, students engaged in iterative writing cycles involving drafting, teacher feedback, and revision using ChatGPT. Results showed improved grammatical accuracy, lexical variety, and rhetorical clarity, along with increased learner confidence and a greater reflective stance toward AI feedback. These findings are discussed in relation to DDL studies that have also documented gains in learner autonomy, metalinguistic awareness, and writing quality based on corpus use. This study highlights how AI-assisted revision and DDL share complementary goals in promoting informed, independent writing. The findings suggest that integrating generative AI with pedagogical principles from DDL can enhance learner agency and writing proficiency in EFL contexts.
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Learning English conversation in a metaverse: The possibilities and challenges of world heritage tours
(Editorial Universitat Politècnica de València, 2025-12-22) Takahashi, Eisaku; Takasaki City University of Economics
[EN] This study explored the effects of voice quality and chatbot-based pre-task practice on learners’ foreign language anxiety (FLA) and speaking behavior in a metaverse-based English conversation environment. Thirteen Japanese university students participated in a ten-session virtual tour program featuring guided conversations conducted entirely in English. Quantitative data were collected via pre- and post-session questionnaires, while qualitative data were obtained through open-ended responses and researcher observations. Findings revealed that, although many participants initially felt anxious and lacked confidence in speaking English, repeated engagement in the metaverse reduced resistance to speaking for several learners. In particular, the clarity and tone of the instructors’ voices significantly influenced learners’ sense of psychological comfort and willingness to participate. While chatbot practice received generally positive feedback, some learners reported usability issues, and anxiety about spontaneous speech remained. Additionally, learners showed limited interest in avatar customization, and no evidence of the Proteus effect was observed. These results highlight the importance of voice design in virtual language learning and suggest that immersive environments can support anxiety reduction through repeated, low-stress interactions. Further research is needed to examine how vocal characteristics and avatar identity influence learner psychology in metaverse-based English education.
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The impact of using ChatGPT in foreign language acquisition: A pilot study
(Editorial Universitat Politècnica de València, 2025-12-22) Köhncke, Caroline
[EN] ChatGPT has been a hot topic since 2022, and thanks to its additional functions, which were made available for free in 2023 and 2024, it is now not only possible to prepare lessons more quickly but also to use ChatGPT as a native-speaker partner in foreign language lessons. The pilot study is about the use of ChatGPT in German as a foreign language lessons and what effect its use has on the four basic skills of language learning: reading, listening, writing, and speaking. To this end, 17 students were divided into two groups and each group was taught ten identical lessons, with one group being able to ask ChatGPT anything as a partner and group member. Before and after the ten lessons, a B2 test based on the Goethe-Zertifikat B2 was carried out with the students. The test examines language comprehension and provides an opportunity to demonstrate language skills, focusing on vocabulary and grammar. The results are compared and, on average, show an equivalent improvement between the courses. The learners' learning is therefore not impaired by ChatGPT, even if they were initially sceptical about AI.
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PeerCards, a web-based platform for peer learning and problem solving in a CALL setting
(Editorial Universitat Politècnica de València, 2025-12-22) Corino, Elisa; Molineris, Ivan; Mattana, Alessio
[EN] The advent of artificial intelligence (AI) is causing a sea change in education. To equip students to deal with this shift, it is essential to foster critical thinking and digital literacy through innovative pedagogical approaches. This paper presents PeerCards, a collaborative digital platform designed to enhance learning processes through peer-generated and peer-reviewed questions and answers. Although AI was not integrated into the pilot phase, this paper offers a conceptual example of how AI could function as a “peer” in future iterations, providing answers and feedback to support group learning. The study focuses on the collaborative nature of the platform, as observed in a pilot study conducted within the MA course in Translation Theories and Practices at the University of Turin. Involving 272 students across five language specializations, the study demonstrates how PeerCards fosters active participation, reflection, and peer learning. The results suggest that collaborative digital environments can effectively support language education and prepare students for the evolving role of AI in translation and language technologies.
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Learning sequences and events in collaborative data-driven learning
(Editorial Universitat Politècnica de València, 2025-12-22) Looi, Jarvis
[EN] This paper explores how learning unfolds in collaborative data-driven learning (DDL), focusing on the observable behaviours and interaction patterns that shape inductive learning. Drawing on sociocultural theory, constructivism, and the noticing hypothesis, the study examines field recordings and learner worksheets from six DDL activities carried out by 61 multilingual learners of French. Using grounded analysis, twelve learning events were identified and grouped into seven higher-level learning sequences: observation, rule extraction, simultaneous observation and extraction, rule application, rule testing, blockage, and teacher support. These sequences emerged not as a fixed progression but as recursive, flexible cycles shaped by task demands and group dynamics. Scaffolding and languaging were central across all phases, while noticing alone did not consistently lead to learning without group consensus and further induction. The findings challenge the linearity of traditional DDL frameworks such as the 4 Is model and suggest that learning processes are socially mediated, cyclical, and iterative. This study contributes to DDL research by linking observed learning behaviours to SLA theories and highlights implications for the design of collaborative and inductive learning activities.
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Enhancing emotional reading skills through audiobooks: The case of German learners of Italian L2
(Editorial Universitat Politècnica de València, 2025-12-22) Schettino, Valentina
[EN] Prosody acquisition is improved when new technologies are used (Damiazzi, 2024). Computer-assisted didactic practice should thus significantly enhance the development of reading skills, with particular regard to prosody and the expression of emotions. However, CALL strategies in this area are lacking and need to be improved. This paper addresses this gap. Particular attention is devoted to expressive reading by German learners of Italian as a second language. In the first stage of the study, the reading skills of German native speakers learning Italian are evaluated through an empirical analysis of a corpus of oral readings (Schettino, 2015). Reading difficulties are analysed in relation to the CEFR fluency level of the speakers. The results show that emotional reading poses significant challenges for non-native speakers even at an advanced level. The most common errors can be linked to particular acoustic features. The second part of the study proposes specific CALL teaching strategies. Audiobooks are recommended as input material, alongside the use of the Praat software (Boersma & Weenink, 2012), which allows prosodic contours to be visualised, thereby improving learners' awareness and expertise. Audiobooks are considered ideal input material (Tusmagambet, 2020) as they convey recognisable emotions. Furthermore, learners can enhance their reading skills through repeated listening and visual evaluation of the relevant acoustic features.
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An exploratory study of student engagement with CALL resources to support the learning of Japanese writing system by ab initio learners of Japanese at primary school level in Ireland
(Editorial Universitat Politècnica de València, 2025-12-22) O'Toole, Jane; Ward, Monica
[EN] This study explores the learning experiences of ab initio learners of Japanese in primary school in Ireland who have participated in an extra-curricular module which explored CALL technologies to support their learning of the Japanese writing system. Building on the Say Yes to Languages (SYTL) programme in primary schools (PPLI, 2025), and the evolving primary language curriculum in Ireland to now include modern foreign languages (MFL), this study sought to extend student engagement with the Japanese writing system by combining explicit teaching, facilitation of learning and review of a range of Japanese CALL resources. The integration of CALL tools and resources in Japanese language pedagogy is well documented (Zimmermann & McMeekin, 2019; Geraghty & Marcus-Quinn, 2009). This study focused on the selection and review of freely available and ‘freemium’ Japanese CALL resources supported by a facilitative and exploratory pedagogical approach, where ab initio learners of Japanese exercised autonomy in CALL engagement and developed the ability to identify affordances and limitations of the piloted CALL resources. Informed by student post-intervention questionnaires, the study found that the vast majority students were positively disposed towards their learning experience during the module, whereby the lessons met or exceeded their learning expectations and a notable level of independent student engagement with the piloted resources outside of class was also reported. Student learning reflected varied engagement with the three respective elements of the Japanese writing system, which raises awareness of the complexity of the Japanese writing system, whereby young learners may benefit from an integrated use of CALL tools in their learning. The study highlights the potential of language educators and students’ collaboration to develop and refine CALL integration for learners. Recommendations for future research and for language practitioners are also outlined.
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GenAI through students' eyes: Benefits, challenges, and beyond
(Editorial Universitat Politècnica de València, 2025-12-22) Campos, Miguel
[EN] This study explores the role of generative AI (GenAI) tools—particularly ChatGPT—in supporting students’ learning experiences in a CLIL-based university business course in Japan. A total of 222 undergraduate students participated in a mixed-methods survey investigating how they perceived, used, and evaluated the impact of AI tools in the classroom and beyond. Quantitative results show that GenAI and machine translation (MT) tools were perceived as the most beneficial among various ICT resources, with 98.2% of students reporting a positive effect on their learning. Students reported frequent use of AI during and outside class, particularly for writing support, language correction, idea development, and increased efficiency. Qualitative analysis further revealed that students appreciated the tools’ ability to scaffold complex tasks, improve their written output, and deepen their understanding of business-related content. However, they also raised concerns about accuracy, overdependence, and the difficulty of obtaining the desired output when prompts were unclear. Challenges were not only technical but also pedagogical, indicating a need for more structured guidance on how to use these tools effectively. Overall, the findings suggest that the integration of GenAI into content-based instruction can enhance learning if implemented with attention to student agency, digital literacy, and instructional design.

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