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This paper examines the topic of the use of AI technologies for the purpose of learning. It presents the findings of a survey conducted on a sample of 95 university students, and aims to give answers to the following research questions: 1) To what extent are tertiary level students aware of the opportunities of AI technologies for learning?; and 2) How do they perceive the use of AI technologies as a means in the process of learning and to which purposes do they serve? Results have shown that the majority of the students are familiar and aware of different AI tools which can be used for learning in the education process. However, when it comes to how they perceive these technologies for the purpose of learning, results are rather unfavorable. Namely, most of the students believe that the use of AI tools is acceptable because it saves time and helps in preparing more creative assignments. In addition, some of them have the perception that AI tools are useful because they can help them to complete assignments with less effort, regardless of the fact that it may not lead to real quality learning and can cause difficulties in terms of academic dishonesty. In this regard, it can be argued that the higher education institutions should observe this issue more carefully and emphasize the need to influence students, for the purpose of helping and guiding them in understanding the real benefits of the use of AI tools in the process of learning and education in general. [ABSTRACT FROM AUTHOR]

It has been decades since corpora and corpus interfaces have emerged and become accessible to various users. As computers have been advancing in terms of speed and quality, so have corpus software providing faster and more advanced language investigations for language teachers and learners. In addition, corpus interface developers have constantly aimed to make language investigation easier and the queries more user-friendly to the user. In the recent times, some new web-corpus tools have emerged that specifically have teachers and students in mind. These include, for instance, SKELL, Netspeak, Just-the-word, among others. While there has been extensive research in the use of standard corpora and corpus interfaces, there has been little research in the use of these new web-based corpus tools in classroom settings. This paper reports on a small-scale study on the use of Netspeak in L2 writing and error correction conducted with a group of pre-service English language teachers. The results indicate that the participants have positive perceptions of the online corpus tool when used as a reference tool to improve writing. The paper also reports on some limitations identified throughout the study. [ABSTRACT FROM AUTHOR]