Jul 2026· Journal of Educational Management and Instruction (JEMIN)· 0 citations· 49 references
TL;DR
The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.
Abstract
Despite the rapid adoption of Artificial Intelligence (AI) in higher education, limited research has explored how students in English for Specific Purposes (ESP) courses, particularly within non-English disciplines, perceive AI-assisted language learning and the pedagogical as well as ethical implications of its integration. This study aims to explore students’ perceptions of AI utilization in an ESP classroom as a means of scaffolding language learning. The study was conducted in the Environmental Science Study Program at an Islamic university in Surakarta, Indonesia. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews with nine second-semester students who had prior experience using AI tools for academic purposes. The findings indicate that students generally hold positive perceptions of AI integration in ESP learning, with ChatGPT, Gemini, and Grammarly identified as the most frequently used AI applications. Thematic analysis revealed five major themes: AI as a cognitive support tool, patterns of AI usage, perceived learning benefits, implementation challenges, and ethical-cultural considerations. Participants reported that AI enhanced writing quality, vocabulary development, reading comprehension, and content summarization while facilitating personalized learning, simplifying complex concepts, and increasing learning confidence and motivation. However, concerns were also raised regarding information inaccuracy, miscommunication, excessive dependency on AI, and the potential decline of critical thinking skills. The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy. These findings contribute to the growing body of literature on AI-assisted language learning by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.
The worldwide adoption of generative artificial intelligence (GenAI) has created new possibilities for English language learning, yet limited research has examined how non-English-major students engage with GenAI in blended online environments in Vietnam. Grounded in the Technology Acceptance Model (TAM), this qualitative case study investigates students’ perceptions and actual use of GenAI in learning English at a Vietnamese university. Data were collected through focus group interviews with 30 students, analysis of chat histories from 23 students, and semi-structured interviews with 8 lecturers. The findings indicate generally positive perceptions of GenAI in terms of perceived usefulness, ease of use, and learning engagement, while also revealing challenges related to AI literacy, feedback reliability, and the absence of clear institutional guidelines. Importantly, the results highlight a tension between learning support and overreliance on AI-generated content, suggesting implications for self-regulated learning (SRL) in blended contexts. The outcomes of this study are expected to contribute to a better understanding of how GenAI is integrated into English language learning and offer practical implications for educators and technology developers aiming to enhance AI-supported language education.
Thi Minh Hai Ngo, V. Phạm, T. Nguyen· Computer-Assisted Language L...· 0 citations
The rapid development of Artificial Intelligence (AI) has introduced significant opportunities and challenges for English language education, transforming traditional teaching practices and creating new possibilities for learner support and instructional innovation. Despite the increasing adoption of AI-assisted language learning tools, limited research has explored how Moroccan English as a Foreign Language (EFL) teachers perceive their pedagogical value and implications for classroom practice. This study investigates Moroccan EFL teachers’ perceptions of AI-assisted language learning, focusing on its perceived opportunities, challenges, and future implications for English language education. The study adopts a qualitative exploratory design involving ten Moroccan EFL teachers and teacher trainees selected through purposive sampling. Data were collected using an online semi-structured questionnaire comprising open-ended questions and were analyzed through Reflexive Thematic Analysis following Braun and Clarke’s (2006, 2019) framework. The findings reveal that participants generally perceive AI as a complementary pedagogical tool that enhances lesson planning, instructional material development, learner autonomy, creativity, and teaching efficiency rather than replacing teachers. However, participants also expressed concerns regarding overreliance on AI-generated content, academic integrity, misinformation, privacy, and ethical issues. Furthermore, the study highlights the growing importance of AI literacy, effective prompting, and critical evaluation skills as essential competencies for language teachers in AI-enhanced educational environments. By providing qualitative evidence from the Moroccan EFL context, this study contributes to the emerging literature on AI-assisted language learning and offers practical implications for teacher education, professional development, and educational policy. The findings underscore the need for responsible and pedagogically informed integration of AI technologies while reaffirming the indispensable role of teachers in fostering meaningful and human-centered language learning experiences.
Jaouhara Elmzandi· International Journal of Lin...· 0 citations
S sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation, and the study concludes that sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation.
Jimboy Baldesco, Louie Mark G. Garvida· Psychology and Education: A...· 0 citations
The rapid emergence of generative artificial intelligence (AI) tools has significantly transformed academic writing practices in higher education. While AI technologies offer potential support for language learners, they also raise concerns regarding academic integrity and the erosion of students’ critical thinking, particularly in English for Academic Purposes (EAP) classrooms where writing development and independent reasoning are core learning outcomes. This study explores Saudi TESOL teachers’ strategies for balancing AI use with academic integrity and critical thinking in Saudi higher education. Using a qualitative research design, semi-structured interviews were conducted with 12 EAP instructors at four Saudi universities. Data were analysed thematically to identify and interpret patterns of AI use and academic integrity challenges across participants’ responses. A tripartite framework integrating sociotechnical systems theory, academic integrity scholarship, and critical thinking pedagogy provides a theoretical lens for understanding teacher-mediated AI integration in TESOL contexts. Thematic findings revealed that teachers hold an optimistic yet cautious view of AI highlighting the critical role of guidance and reflection in AI-mediated environments. They employ an emergent, four-dimensional Connect–Guide–Reflect–Assess (CGRA) pedagogical framework to manage the tension between AI and integrity in language classrooms. They demand a shared responsibility between teachers and institutions through clear and consistent AI policies for curriculum, assessment and faculty professional development. This study contributes empirical, practitioner-generated evidence of how TESOL teachers in the Saudi context navigate AI in EAP classrooms. Grounded in participants’ accounts, the proposed CGRA framework offers language educators, curriculum designers, and institutional policymakers a replicable approach for navigating the AI era.
This study addresses the following research question: How do students of applied and dramatic arts perceive the use of artificial intelligence (AI) tools in English for Specific Purposes courses, education and artistic practice? Drawing on theoretical discussions of criticial thinking, pedagogical innovation, creativity and ethical AI integration in education, it examines the pedagogical potentials and limitations of AI-assisted learning in higher education. Based on three-phase sequential multi-method design, it combines qualitative and quantitative approaches. Phase 1 included a Multi-Criteria Analysis (MCA) of eight AI tools, used to assess their suitability for ESP instruction. Phase 2 consisted of a quasi-experimental AI-enhanced ESP intervention implemented with four student groups from the Faculty of Applied Arts and the Faculty of Dramatic Arts. Phase 3 questionnaire-guided semi-structured interviews were conducted to investigate students' perceptions of AI use. A convenience sample of 144 firstand second-year students was included. Data were collected using an MCA quality-criteria checklist (κ = .68), corpora of AI-enhanced exercises and prompts, Likert-scale items (α = .858), semi-structured interviews and digital teacher diaries. Quantitative data were analysed using descriptive statistics and t-tests, while qualitative data were examined through a descriptive-interpretive approach. Across the variables of imotivation, creativity, interactivity and language skills development, the findings indicate that the selected AI tools were generally beneficial for structured language practice, but insufficient on their own for integrative ESP learning. Twee, Perplexity and Ginger Software mainly proved useful, whereas TTS tools and Skybox AI by Blockade Labs required additional pedagogical support. All groups repeatedly emphasised the importance of teacher guidance and human interaction in language learning. Although recognising the usefulness of AI for vocabulary, grammar and pronunciation practice, or in writing and repetitive tasks, students were critical regarding reliability, ecological impact, ethical implications and transparency in AI-based work. The future artists largely rejected the use of AI in creative practices, seeing it as a potential threat to artistic identity. These findings underscore the importance of critical thinking, transparency, trust and ethical awareness in AI-enhanced language teaching and education, and contribute to the limited research on AI tools beyond ChatGPT in ESP teaching for artistic purposes.
Aleksandar Vuletić, N. Janković· Research in Pedagogy· 0 citations
The increasing integration of artificial intelligence (AI) into second and foreign language (L2) classrooms has reshaped instructional practices and decision-making processes, yet its implications for teacher autonomy remain underexplored. To address this gap, this phenomenological inquiry examined how English language teachers perceive the influence of AI on their autonomy. The study collected data through in-depth semi-structured interviews and narrative frames from a purposive sample of 43 English teachers.Hybrid thematic analysis was conducted using MAXQDA software to analyze participants’ lived experiences of autonomy in AI-enhanced classrooms as reflected in their narratives, interpretations, and reflections. Findings indicated that AI enhanced English teachers’ autonomy over professional teaching by providing access to a wider range of teaching resources and enabling more flexible, personalized approaches. In managing student learning, many teachers reported increased autonomy as AI tools allowed for more tailored and responsive instructional strategies. Regarding professional learning, AI-supported opportunities for self-directed learning and reflection further reinforced teachers’ autonomy. Nonetheless, some teachers experienced reduced autonomy when institutional requirements or the prescriptive design of AI tools limited their pedagogical freedom. Our study contributes to a deeper understanding of how AI technologies can both empower and constrain teacher autonomy and highlights the importance of mindful integration strategies that prioritize teachers’ autonomy.
Ali Derakhshan, Terry Lamb· Studies in Second Language L...· 1 citation