Exploring the use of artificial intelligence in English language learning: A qualitative study of English students at Politeknik Negeri Sriwijaya
DOI:
https://doi.org/10.12928/tefl.v5i2.2444Keywords:
Artificial Intelligence, English Language Learning, Learner Autonomy, Vocational Higher Education, Qualitative StudyAbstract
This qualitative case study explored how English students at Politeknik Negeri Sriwijaya use artificial intelligence (AI) in learning English, which benefits and challenges they perceive, and how these experiences shape their attitudes toward autonomous and technology-mediated learning. Data were collected through semi-structured online interviews with 12 purposively selected students and analyzed using an interactive qualitative model of data condensation, display and conclusion drawing. Participants chose different AI tools for different language skills and turned to them mostly when tasks or concepts were difficult, while still consulting lecturers, friends, dictionaries and textbooks. They valued fast, detailed explanations, socially easier speaking practice and feedback on mistakes, but reported inaccurate or unnatural output, costly or repetitive features, limited speaking practice and worry about dependence. All participants drew the same boundary: AI is acceptable for understanding, correcting and practicing, but excessive when it replaces their own effort. No participant reported lower confidence, and views on autonomy ranged from independence-leaning to balanced and dependence-leaning. The findings extend technology acceptance and CALL perspectives by showing that the relationship between AI and learner autonomy in vocational EFL settings varies with individual disposition. Lecturers can therefore differentiate their guidance rather than rely on uniform policies.
References
Aditya, A., Ma'ruf, Z., Bakar, A., Utama, R. R., & Rahmatdani, O. (2026). Artificial intelligence in ESP learning: Benefits and challenges perceived by electrical engineering students. TEFL Overseas Journal, 42(2), 178-187. https://doi.org/10.47178/mw0exn31
Al Ghani, M. D. N., Ma'ruf, Z., Akbar, M. K. A., & Akbar, M. (2026). Ethical boundaries of artificial intelligence use in academic writing: A study among university students. Indonesian Journal of Educational Technology, 5(1), 69–78. https://doi.org/10.26858/188e1647
Ballıdağ, M., & Aydın, S. (2025). A comparison of the effects of AI-based chatbots and peer interactions on speaking anxiety among EFL learners. Future in Educational Research, 3(2), 224–238. https://doi.org/10.1002/fer3.70005
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, Article 100745. https://doi.org/10.1016/j.asw.2023.100745
Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2022). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 35(5-6), 1058-1089. https://doi.org/10.1080/09588221.2020.1770293
Beatty, K. (2010). Teaching and researching computer-assisted language learning (2nd ed.). Pearson Education.
Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W., & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, Article 4. https://doi.org/10.1186/s41239-023-00436-z
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Chapelle, C. A., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer-assisted language learning. Pearson Longman.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Daradespa, T. Z., Ma'ruf, Z., Syahputra, M. R., Aditya, & Sakinah, A. R. (2026). Student's perceived impact of artificial intelligence on their academic assignment behaviors: A qualitative study among electronics engineering students. Journal of Artificial Intelligence and Engineering Applications (JAIEA), 5(3), 4621–4628. https://doi.org/10.59934/jaiea.v5i3.2482
Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., & Siemens, G. (2024). Impact of AI assistance on student agency. Computers & Education, 210, Article 104967. https://doi.org/10.1016/j.compedu.2023.104967
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Du, J., & Daniel, B. K. (2024). Transforming language education: A systematic review of AI-powered chatbots for English as a foreign language speaking practice. Computers and Education: Artificial Intelligence, 6, Article 100230. https://doi.org/10.1016/j.caeai.2024.100230
Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279–289. https://doi.org/10.1016/j.chb.2018.12.023
Han, D.-E. (2020). The effects of voice-based AI chatbots on Korean EFL middle school students' speaking competence and affective domains. Asia-Pacific Journal of Convergent Research Interchange, 6, 71–80. https://doi.org/10.47116/apjcri.2020.07.07
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning: Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/10.1111/jcal.12610
Hwang, G.-J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, Article 100001. https://doi.org/10.1016/j.caeai.2020.100001
Jeon, J. (2024). Exploring AI chatbot affordances in the EFL classroom: Young learners' experiences and perspectives. Computer Assisted Language Learning, 37(1–2), 1–26. https://doi.org/10.1080/09588221.2021.2021241
Kaharuddin, K., Ahmad, D., Mardiana, M., Latif, I., Arafah, B., & Suryadi, R. (2024). Defining the role of artificial intelligence in improving English writing skills among Indonesian students. Journal of Language Teaching and Research. https://doi.org/10.17507/jltr.1502.25
Karataş, F., & Yüce, E. (2024). AI and the future of teaching: Preservice teachers' reflections on the use of artificial intelligence in open and distributed learning. The International Review of Research in Open and Distributed Learning, 25(3), 304–325. https://doi.org/10.19173/irrodl.v25i3.7785
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kim, A., & Su, Y. (2024). How implementing an AI chatbot impacts Korean as a foreign language learners' willingness to communicate in Korean. System, 122, Article 103256. https://doi.org/10.1016/j.system.2024.103256
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), Article 410. https://doi.org/10.3390/educsci13040410
Ma'ruf, Z., & Tanjung, A. K. A. (2025). Artificial intelligence: What makes it different for language learning? A systematic review. IJELR: International Journal of Education, Language, and Religion, 7(2), 142–154. https://doi.org/10.35308/ijelr.v7.i2.12587
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective. Cogent Education, 10(2), Article 2236469. https://doi.org/10.1080/2331186X.2023.2236469
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Mohamed, A. M. (2024). Exploring the potential of an AI-based chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: Perceptions of EFL faculty members. Education and Information Technologies, 29(3), 3195–3217. https://doi.org/10.1007/s10639-023-11917-z
Moussalli, S., & Cardoso, W. (2020). Intelligent personal assistants: Can they understand and be understood by accented L2 learners? Computer Assisted Language Learning, 33(8), 865–890. https://doi.org/10.1080/09588221.2019.1595664
Muslimin, M. (2024). An exploration of student perceptions of the use of artificial intelligence (AI) in English language learning in higher education. Linguistics and ELT Journal. https://doi.org/10.31764/leltj.v14i1.38072
Nguyen, P. H., & Dieu, N. B. (2024). An investigation into third-year ELT students' perceptions of using ChatGPT as an AI writing-assistant tool: A case study in Vietnam [Bachelor's thesis, University of Foreign Language Studies, The University of Danang].
Ninghardjanti, P., Subarno, A., Winarno, & Umam, M. C. (2026). Evaluating AI adoption among university students in Indonesia: A case study at the Department of Office Administration Education at the Universitas Sebelas Maret. Research and Practice in Technology Enhanced Learning, 21, Article 014. https://doi.org/10.58459/rptel.2026.21014
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). SAGE Publications.
Rokhayani, A. (2025). The use of artificial intelligence in learning English at vocational high school. IJEE (Indonesian Journal of English Education), 12(2). https://doi.org/10.15408/ijee.v12i2.49338
Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students' writing. Learning and Instruction, 91, Article 101894. https://doi.org/10.1016/j.learninstruc.2024.101894
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, Article 100752. https://doi.org/10.1016/j.asw.2023.100752
Tai, T.-Y., & Chen, H. H.-J. (2023). The impact of Google Assistant on adolescent EFL learners' willingness to communicate. Interactive Learning Environments, 31(3), 1485–1502. https://doi.org/10.1080/10494820.2020.1841801
Utami, S. P. T., Andayani, Winarni, R., & Sumarwati. (2023). Utilization of artificial intelligence technology in an academic writing class: How do Indonesian students perceive? Contemporary Educational Technology, 15(4), Article ep450. https://doi.org/10.30935/cedtech/13419
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q., & Tate, T. (2023). The affordances and contradictions of AI-generated text for writers of English as a second or foreign language. Journal of Second Language Writing, 62, Article 101071. https://doi.org/10.1016/j.jslw.2023.101071
Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, Article 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
Wijaya, B., Kusmartini, S. E., Darmaliana, & Yeny, E. (2026). Navigating technology-supported English learning in vocational higher education: Insights from the first-year Indonesian polytechnic students. Journal of English Language and Education, 11(4). https://doi.org/10.31004/jele.v11i4.2749
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners' use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212. https://doi.org/10.3390/languages8030212
Yan, D. (2023). Impact of ChatGPT on learners in an L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943–13967. https://doi.org/10.1007/s10639-023-11742-4
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Yuniarti, Y., & Pebriani, S. R. (2026). Vocational high school students' perceptions of using AI for learning English: Benefits and challenges. Journal of English Educational Study (JEES), 9(1). https://doi.org/10.31932/jees.v9i1.5448
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16, 39. https://doi.org/10.1186/s41239-019-0171-0
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students' cognitive abilities: A systematic review. Smart Learning Environments. https://doi.org/10.1186/s40561-024-00316-7
Zou, B., Du, Y., Wang, Z., Chen, J., & Zhang, W. (2023). An investigation into artificial intelligence speech evaluation programs with automatic feedback for developing EFL learners' speaking skills. SAGE Open, 13(3). https://doi.org/10.1177/21582440231193818
Downloads
Published
Issue
Section
License
Authors who publish in TEFL Journal agree to the following terms: Authors retain copyright and grant the TEFL Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in TEFL Journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in TEFL Journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
