The current situation in the use of AI-driven technologies in education has seen an unprecedented rise, however, the impact of these technologies from the perspective of ethical issues is largely unknown. The aim of the research is to provide a clear overview of the potential risks that could be related to the use of AI-driven apps in foreign language learning as it is perceived by the users of these apps. The data were collected by the questionnaires distributed among the students of computer science and also the users of various AI-driven apps for their language classes. The data collection was qualitative with the aim of analyzing their feelings, opinions, and experience. The tool to analyze the data collected was liwc.app software that is a gold standard for textual analysis when looking for values, feelings, and opinions. The results clearly show that the users, who are professionals in ICT, are fully aware of the potential threats but due to the fact that they are knowledgeable about the topic they are not prone to be hacked or misused in a way the general public can be. The results also highlight several grave ethical issues related to privacy in foreign language learning apps. This is the first research drawing attention to the topic of ethical issues when using AI-driven foreign language learning apps and it can be considered a pioneering work in this neglected area.

• Klíčová slova
• Digital learning, Ethical challenges, Higher education, Second language acquisition, Threats of AI,
• MeSH
• dospělí MeSH
• jazyk (prostředek komunikace) MeSH
• kvalitativní výzkum MeSH
• lidé MeSH
• průzkumy a dotazníky MeSH
• učení * MeSH
• umělá inteligence * etika   MeSH
• Check Tag
• dospělí MeSH
• lidé MeSH
• mužské pohlaví MeSH
• ženské pohlaví MeSH
• Publikační typ
• časopisecké články MeSH

INTRODUCTION: The purpose of this study is to explore students' attitudes and perceived usefulness of using ChatGPT for learning a foreign language to reveal how this new trend tool affects its end-users. METHODS: The authors conducted qualitative research by using a questionnaire survey based on hands-on experience by university students. RESULTS: The findings reveal that students are fascinated, satisfied, and stimulated to use this technology despite some of their reservations and potential threats. The authors of this study also list pedagogical implications, including specific activities, while using ChatGPT. DISCUSSION: Although ChatGPT can be very beneficial for teachers and help them in their preparation, it sets a challenging task for them to change the existing teaching approaches and assessments to boost students' cognitive, creative, and critical thinking skills. In addition, both teachers and students will have to upskill their competencies to handle the current advancements in AI technology, such as ChatGPT.

• Klíčová slova
• AI technology, ChatGPT, L2 acquisition, foreign language learning, university students,
• Publikační typ
• časopisecké články MeSH