An Investigation Of Junior High School Students' Views On Ai-Assisted Learning In English Language Education

Abstract

The implementation of Artificial Intelligence (AI) technology in education has transformed learners’ interactions with study resources, particularly in acquiring new languages. Understanding learners’ perceptions becomes imperative with the new wave of AI-powered applications, particularly in AI-enhanced educational environments. This study aims to examine the perceptions of secondary students in AI-assisted English language learning. Specifically, it studies students’ perceptions of AI devices, the advantages and benefits, and the difficulties encountered while engaging with technology in the learning of the language. This study adopted a qualitative phenomenological strategy. Ten students from MTs Mambaus Sholihin in Blitar, Indonesia, were purposefully sampled, ensuring a range of experiences in using AI technology. Data collection consisted of semi-structured interviews, which were analyzed thematically. The results indicated that AI-powered educational resources, particularly ChatGPT, Grammarly, and Duolingo, equipped learners with L2 instant feedback. Advanced learning opportunities and out-of-class engagement were greatly valued. While students welcomed the technology, they were concerned about ambiguous AI responses, internet dependency, and data privacy. Most importantly, the unique and invaluable functions provided by teachers, as the trainer and guide, for the motivation to learn, culturally sensitive instruction, and the skill to adapt instruction, were highlighted. To summarize, although AI technologies improve the efficiency of language learning, the best strategy remains a blended model where human instruction is paired with AI capabilities. Ensuring enhanced equity in the provision of digital resources, improving overall digital literacy, and creating more user-friendly interfaces with AI tools are vital recommendations for the study to aid in diverse educational settings. Keywords: AI-assisted learning, English Language Education, student perceptions, secondary education, technology integration