AI Dependency in Foreign Language Learning: A Survey of Writing Proficiency among A2-Level German Education Students
Abstract
The integration of artificial intelligence (AI) in foreign language education has brought about significant changes, yet it raises concerns regarding technological dependency and cognitive independence. This study employed a descriptive qualitative method, utilizing an online questionnaire to analyze the impact of AI dependency on the A2-level writing abilities of Class B, Batch 2025 students in the German Language Education program at UNIMED. Findings reveal a universal adoption of AI (100%), with 60% of students relying on it for nearly every task, leading to "fleeting" vocabulary retention, a loss of personal writing style, and a psychological paradox where 65% of learners feel anxious writing without digital aids. The study implies that such dependency threatens the future professional competence of prospective teachers, as it erodes the linguistic logic necessary for manual instruction. Ultimately, the research suggests that educators must guide students to use AI as a supportive tool rather than a substitute for the thinking process to preserve academic and professional integrity.
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