AI-generated visuals in EFL grammar learning: Learners’ perceptions

Using English grammar in communicative contexts remains challenging for many (English as a Foreign Language) EFL learners. This study examined 58 A2 - B1 EFL students’ perceptions of AI-generated visuals in grammar learning. Data were collected through five-point Likert-scale items and open-ended questions addressing image-interpretation strategies, perceived benefits, and learning difficulties. The findings showed that learners primarily relied on actions, temporal cues, and contextual information to select appropriate grammatical forms. They generally considered AI-generated visuals helpful for understanding grammatical meanings in context. However, overly detailed images and ambiguous temporal cues sometimes caused confusion and misinterpretation. The results indicate that the perceived usefulness of AI-generated visuals depends largely on image clarity and the salience of contextual cues relevant to the target grammar points.