The learning environments of students globally, especially in developing countries, are changing with the rise of Artificial Intelligence (AI). This study revealed demographics, utilization behavior, and use intention of AI-based tools among 129 Bachelor of Arts in English Language (BAEL) students from Cebu Technological University–Moalboal Campus. A mixed-method experimental design was used between September and October 2025 with a validated questionnaire with closed-ended and open-ended responses. Quantitative results were analyzed through descriptive statistics, correlation, regression, and ANOVA using Microsoft Excel; the qualitative responses were analyzed using thematic analysis with MAXQDA 24. The results suggested that students use AI tools for study (62.8% use ChatGPT). AI utilization level was found to be commonly used, while perceived usefulness was categorized as helpful and academic activity rated highest. A correlation analysis identified a positive relationship (r = 0.624) between frequency of use and perceived usefulness. But the associations between AI use and academic performance did not reach statistical significance (r = 0.149, p > 0.05). When demographics and academic performance were clustered, there weren’t significant differences from one another at all. Using regression analysis, researchers also found that frequency of AI use was the only significant predictor of perceived usefulness (R² = 0.26). The qualitative results showed that although AI tools increase learning productivity and convenience, there are concerns about overuse of AI, lack of critical thinking, and academic integrity. The study results demonstrate that the degree of regular engagement with AI profoundly influences students’ perception of usefulness. The findings lend support to creating an AI Tools Usage Manual to foster responsible, ethical and productive utilization of AI by all, regardless of student's background.
Keywords: English Language, Artificial Intelligence, Frequency, Usefulness, mixed-methods, Moalboal, Cebu
https://doi.org/10.65494/pinagpalapublishing.269
