STUDENTS’ AND TEACHERS’ PERSPECTIVES ON THE USE OF AI CHATBOT IN ENGLISH LANGUAGE TEACHING AT THE VOCATIONAL HIGH SCHOOL LEVEL IN METHODIST 2 PALEMBANG

Abstract

This study investigates the perceptions, experiences, and instructional practices of both students and teachers regarding the integration of AI chatbots into English language teaching within a vocational high school context. Employing a qualitative case study approach, the research was conducted at Methodist 2 Vocational High School Palembang. Data were gathered through semi-structured interviews, questionnaires, and classroom observations involving 100 students and four English teachers. The data were subsequently analyzed using thematic analysis, with methodological triangulation employed to enhance the credibility and trustworthiness of the findings. The results indicate that AI chatbots serve as valuable pedagogical tools by promoting learner autonomy, increasing classroom engagement, and providing instant, individualized feedback, particularly in the development of reading and writing skills. Nevertheless, their implementation remains predominantly task-driven, with limited integration into broader pedagogical strategies. The study also identifies several challenges, including students’ excessive dependence on AI-generated responses, insufficient development of critical thinking skills, disparities in digital literacy, and concerns regarding academic integrity. The findings further emphasize the pivotal role of teachers in facilitating the ethical, purposeful, and pedagogically sound use of AI technologies. Overall, the study concludes that although AI chatbots present considerable potential for enhancing English language learning in vocational education, their effective adoption depends on systematic pedagogical integration, clear instructional guidance, and the promotion of responsible AI use.