Responsive Use of Artificial Intelligence in Kiswahili Language Learning to University Students in Kenya

Abstract

Many university students in Kenya are increasingly using AI tools for language learning, despite resistance from lecturers and university management, who discourage their use. While students often rely on AI to complete tasks quickly, they lack proper guidance on how to use these tools effectively, leading to misuse. Even when instructed not to use AI, students continue to do so in secret, a common challenge in educational settings. This presents a challenge for both educators and students, as AI has the potential to significantly enhance learning when used correctly. This study aimed at exploring the responsive use of AI in Kiswahili language learning, proposing effective strategies to guide students in using AI responsibly, ensuring they maximize its benefits while avoiding the pitfalls of misuse. The study utilized a quantitative research design.  A total of 200 students from Kibabii University were included in the study. Data was collected using an online questionnaire and analyzed descriptively to provide a detailed summary of the findings. The findings reveal that AI tools significantly enhance language learning through personalized lessons, real-time feedback, adaptive assessments, and virtual tutoring. However, challenges such as high costs, limited access, and technical barriers hinder effective adoption. The study recommends improving accessibility, enhancing customization, and integrating AI tools into curricula while addressing data privacy and inclusivity concerns. These measures aim to optimize the benefits of AI, making Kiswahili language learning more effective and accessible for university students