This study aims to develop a scale to measure individuals’ perceptions of artificial intelligence (AI)-supported language learning tools validly and reliably and to examine the relationship between these perceptions and various individual variables. PEAI-LLS (perceived effectiveness of AI-based language learning scale) was developed, consisting of 14 items and two sub-dimensions: perceived learning and perceived facilitation. A total of 1018 university students at a university in the Aegean region participated in the study. Quantitative data were collected through online surveys. Based on the exploratory and confirmatory factor analyses, the scale demonstrated a strong psychometric structure. Correlation and hierarchical regression analyses revealed that students’ prior AI experience, general self-efficacy, and online self-regulation strategies significantly predicted PEAI-LLS scores. In particular, skills such as goal setting, task strategies, and environmental structuring have a strong effect on the perceived learning dimension. In addition, it was observed that individuals’ trust in AI systems and their perceived benefits shape their attitudes towards the effectiveness of these technologies. Research findings reveal that the pedagogical success of AI-based language learning tools depends not only on technological infrastructure but also on their adaptability to learners’ cognitive and psychological characteristics.
Aydogan et al. (Sun,) studied this question.