Research Information System
System, vol.138, 2026 (SSCI, Scopus)
This study investigated the perceptions and use of Generative Artificial Intelligence (GenAI) among 387 social sciences students within an English-Medium Instruction (EMI) context at a Turkish university. Employing a quantitative cross-sectional survey design, the research examined how students' GenAI-related characteristics (usage time, experience, self-perceived competence) and modes of GenAI integration (complementary, substitutive, or hybrid) correlated with their academic performance, which was measured through grade point average (GPA) and English language proficiency. Additionally, open-ended responses regarding tool usage were subjected to quantitative content analysis to identify prevalence trends. Key findings indicated that language proficiency positively correlated with EMI academic performance and negatively correlated with substitutive GenAI use, which suggested that students with lower proficiency may use GenAI to compensate for linguistic challenges. Conversely, complementary GenAI use was positively associated with academic performance, which highlighted its benefits. Frequency analysis revealed that students predominantly used ChatGPT for translation, proofreading, and idea generation, and frequently used other GenAI assisted tools like Grammarly and Duolingo. These results offer crucial insights into GenAI's integration within EMI learning, which inform the design of effective GenAI-supported pedagogical practices.