Bridging AI and ELL in Indonesia and India: International Insights on Perceptions and Challenges

Anak Agung Putri Maharani, I Komang Budiarta, Ni Luh Putu Dian Sawitri, Harvinder Kumar Negi

Abstract


The integration of AI within ELL, specifically in higher education, has gained great attention. However, its implementation in diverse educational contexts, such as Indonesia and India, presents unique perception and challenges that assert further exploration. This study investigates the perceptions and challenges of the integration of AI in ELL amongst tertiary-level students majoring in English from Indonesia and India. There were 213 students involved where 131 respondents were affiliated with an Indian university and the rest of the 82 respondents were affiliated with an Indonesian university. The respondents were selected using a combination of probability sampling for the questionnaire phase and purposive sampling for the qualitative data collection to ensure representation and depth. The research design was mixed method. The data collection involved an online questionnaire, interviews and FGDs. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using Miles and Huberman’s interactive model involving data display, verification, and condensation. the findings revealed that the students from both countries perceived AI as a beneficial tool within the ELL classes. Moreover, the findings also revealed that there were five primary challenges that the respondents encountered including technological challenges, limitations in understanding language, limited personalization and feedback, cognitive and motivational challenges, and ethical and practical concerns. These findings imply the need for ELL to involve AI elements which adapt to the students in order to ensure better personalization, joint work between humans and AI, as well as ethical best practices. 

https://doi.org/10.26803/ijlter.24.4.22


Keywords


Artificial Intelligence; English Language Learning; Challenges; Perceptions

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References


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