Technology plays a vital role in enhancing language learning by providing diverse tools and resources that provide different learning styles and needs. It facilitates access to authentic language materials, such as videos, podcasts and articles, enabling learners to engage with real-world contexts and cultures. Interactive applications, online platforms, and AI-powered tools offer personalized learning experiences, adaptive feedback, and opportunities for practice in listening, speaking, reading, and writing.

Moreover, technology fosters collaboration and communication through virtual classrooms, language exchange programs, and social media, connecting learners with native speakers and peers worldwide. By integrating technology into language education, learners can develop critical digital literacy skills, gain exposure to innovative approaches, and enhance their overall proficiency in a more flexible, engaging, and effective manner. This integration not only enhances language proficiency but also equips students with technological and cross-cultural competencies that are increasingly essential for success in their future careers in a globalized and digitally driven world.

The present study is set within the scope of English for Specific Purposes and aims at identifying students’ perspectives on the use of technology, more specifically, AI tools on language learning. Participants (first and second-year students in higher education) were invited to reflect on the role of AI in education and were exposed to a diverse variety of AI tools designed for learning languages, ranging from intelligent tutoring systems to language learning applications. The study encourages participants to critically reflect on the implications of AI in language education through hands-on experiences and collaborative activities.
This case study followed a qualitative approach and employed an interpretative and interactive content analysis method. Data were collected during a semester through continuous online surveys that aimed at collecting students´ classroom activities feedback.

The analysis of the data collected shows that although students recognize the use of technology and AI in their learning process, their experience seems to be based on a very limited use of the most common chat bots in the market. With the activities performed in class, and after being invited to reflect on the use of AI tools and explore different AI tools, students seem to be more capable of make informed decisions about integrating technology and AI into their language learning process. Moreover, students´ were able to reflect on the impact that the use of technology for language learning may have in their future careers.

Keywords: Technology in Education, Language Learning, English for Specific Purposes.