<b>AI in Spanish Language Learning: Practices, Perceptions, and Ethics among Ghanaian Students</b>

The rapid proliferation of artificial intelligence (AI) tools in educational contexts is transforming language learning practices, offering new opportunities while raising important pedagogical and ethical concerns. In Spanish as a foreign language (SFL), AI-powered tools such as machine translation systems, chatbots, and writing assistants are increasingly accessible to students. However, their impact on learning remains underexplored, particularly in multilingual Global South contexts. This study investigates how university students in Ghana engage with AI in learning Spanish, focusing on their practices, perceptions, and ethical awareness. Adopting a mixed-methods approach, data were collected from undergraduate Spanish students through a structured questionnaire complemented by open-ended responses. The study examines how frequently and for what purposes students use AI, including translation, vocabulary development, grammar support, writing assistance, and conversational practice. The findings show that AI tools are widely used and generally perceived as beneficial for improving learning efficiency, supporting comprehension, and enhancing learner confidence. Students highlight the immediacy of feedback and the accessibility of AI as key advantages. At the same time, the study reveals more complex patterns of use. A notable proportion of students report using AI as a shortcut for completing assignments, often relying on generated responses with minimal engagement. This suggests a shift from AI as a learning support tool to a task-completion mechanism, raising concerns about superficial learning. In addition, students express uncertainty regarding acceptable academic use, pointing to a lack of clear institutional guidelines. The findings further indicate issues of over-reliance, which may limit the development of critical thinking, independent writing skills, and deeper linguistic competence. Despite frequent use, many students demonstrate limited awareness of ethical issues such as academic integrity, authorship, and responsible AI use. This highlights a gap between technological adoption and ethical preparedness. The paper argues for the integration of AI literacy into language curricula and calls for pedagogical frameworks that promote critical and responsible use of AI while maintaining a focus on communicative competence. By offering insights from a multilingual Ghanaian context, this study contributes to ongoing discussions on AI in language education and provides practical implications for curriculum design, teaching, and assessment in AI-enhanced learning environments.