The integration of artificial intelligence (AI) into education has revolutionized English as a Second Language (ESL) learning, offering tools that personalize instruction, engage learners, and provide real-time feedback. AI-driven platforms such as Duolingo and ChatGPT empower students to develop language skills autonomously, making learning more dynamic and efficient. However, significant challenges persist, including the scarcity of empirical research on pedagogical impacts, unequal access to technology, and the raising concerns among teachers about AI’s implications for the future of language education. This study explores AI’s role in ESL classrooms, centering on the perceptions of Portuguese public secondary school students.

Data was collected from 100 students aged 15 to 19 through a comprehensive questionnaire, examining their awareness, usage, and perceptions of AI tools in language learning. Findings reveal that while many students have engaged with AI tools, there is variability in their usage, effectiveness, and perceived impact on language skills. Writing and reading were viewed as the most positively influenced skills, while speaking and listening showed less engagement. Although students appreciated features like grammar correction, personalised exercises, and gamification, they also expressed concerns regarding reliability, ethical use, and the potential for AI to promote academic laziness.

The study highlights students’ optimism about AI's role in enhancing language learning while underscoring the irreplaceable role of human teachers, who provide emotional support, empathy, and personalized guidance—qualities students believe AI cannot replicate. Students envision future AI tools as more interactive, adaptive, and inclusive, emphasising the need for tools to accommodate diverse learning styles. Challenges such as unequal access to technology and ethical concerns call for a cautious approach to AI integration.

This exploratory study, in the Portuguese context, contributes with valuable insights into the potential and limitations of AI in ESL education. It emphasizes the importance of integrating student feedback into the development of AI tools, ensuring they are both effective and equitable. By advancing the discourse on AI in language education, this research provides practical recommendations for educators, policymakers, and developers to harness AI’s transformative potential responsibly.

Keywords: AI-driven Language Learning, ESL Learning, AI in Education, Student Perceptions.