This study investigates the preferences and perceptions of university students in China towards Artificial Intelligence-enhanced English as a Foreign Language (EFL) learning tools. As the integration of AI in educational practices expands globally, its application in English language learning has become increasingly significant, especially within the Chinese context, where English proficiency is highly valued. The research aims to uncover how Chinese university students engage with AI-powered English learning tools and their expectations for improvements in these technologies. Through a survey of 269 participants, the study aimed to explore the perception and usage patterns of these tools across different student populations and to identify areas where AI algorithms can be improved to better support language learning. The study employed descriptive statistics to summarize perceptions, usage intentions, usage purposes, etc., and k-means analysis to identify subgroups explaining usage status, scenarios of use, purposes of use, and possible suggestions for improvement to further identify the different customer groups and patterns. The results of the study show that Chinese university students have a high level of awareness and use of AI tools, with translation software and vocabulary learning apps being the most popular. The study also revealed that personalized learning paths, automated tracking and feedback, and improved search functions were also identified as key areas for improvement. These findings can inform the development of more effective educational technologies that can meet the needs of Chinese university students and improve their English proficiency.
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