IAIN PALOPOIAIN PALOPO
Indonesian TESOL JournalIndonesian TESOL JournalThis study aims to explore the perceptions and experiences of science students in using artificial intelligence (AI) technology as an assistive medium in learning English. The research adopts a descriptive qualitative approach, conducted at STKIP Darud Dawah Wal Irsyad (DDI) Pinrang. The study participants consist of eight students from various science study programs who have used AI applications such as Grammarly, ChatGPT, and Duolingo as part of their learning process. Data were collected through in-depth interviews, observation, and documentation, and then analyzed thematically using Braun & Clarkes approach. The findings indicate that AI serves as an adaptive learning facilitator, enhances learning autonomy, and promotes the development of writing and speaking skills in English. Students expressed positive responses towards AI due to its ability to provide instant feedback and personalization features. However, challenges were also identified, including AIs limitations in understanding specific scientific terms and technical obstacles related to interface and internet connectivity. This study concludes that AI is effective as a learning companion for English language acquisition among science students, but its use needs to be supported by curriculum integration and continuous lecturer guidance.
The research demonstrates that the implementation of artificial intelligence (AI) technology in English language learning for science students provides positive contributions to language skill improvement, particularly in writing and speaking.AI functions as an adaptive learning facilitator, providing instant feedback and enabling learning personalization.However, AI has limitations in understanding specific scientific contexts and requires lecturer guidance for optimal integration.Therefore, AI is effectively used as a companion for English language learning, but its implementation will be more optimal if integrated into the curriculum systematically and supported by lecturer training.
Further research should investigate the development of AI-based learning materials specifically tailored to the technical vocabulary and writing conventions of various scientific disciplines, ensuring that AI can provide more accurate and contextually relevant feedback to science students. Additionally, studies could explore the effectiveness of different pedagogical approaches for integrating AI into English language classrooms, focusing on how lecturers can best guide students in utilizing AI tools while fostering critical thinking and independent learning skills. Finally, research is needed to examine the long-term impact of AI-assisted language learning on students academic performance and professional communication skills, particularly in international scientific collaborations, to determine the sustained benefits of this technology and identify areas for continuous improvement.
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