The rapid integration of Artificial Intelligence (AI) in higher education has significantly
transformed how English as a Foreign Language (EFL) students engage with language
learning. This study aims to explore students’ perceptions of using ChatGPT in English
language learning and how ChatGPT influences their language learning process. A
descriptive qualitative research design was employed, involving ten second-semester
active students from the English Language Education (TBI) Study Program at STAIN
Mandailing Natal, selected through purposive sampling. Data were gathered using a
screening questionnaire and semi-structured interviews, then analyzed using the
qualitative framework of Miles, Huberman, and Saldaña. The findings revealed that
students held overwhelmingly positive perceptions of ChatGPT, viewing it as an intuitive,
24/7 personal tutor that provides a low-anxiety, judgment-free practice environment.
Furthermore, ChatGPT constructively influenced students' English acquisition by serving
as an interactive scaffold for writing support, grammar refinement, contextual translation,
vocabulary expansion, and self-directed learning. Nevertheless, students maintained
critical awareness regarding AI limitations, including data inaccuracies (AI
hallucinations), rigid translations, and the risk of over-dependency. The study concludes
that while ChatGPT serves as a valuable digital scaffold for autonomous learning, it
cannot replace human educators, who remain essential as socio-humanistic facilitators
and ethical guides.