Integrating Generative AI as an Adaptive Learning Tool in English Language Instruction in Higher Education

Abstract

This study investigated the integration of generative Artificial Intelligence (AI) as an adaptive learning tool in English language instruction within higher education. Using a qualitative research design, data were collected through semi structured interviews and focus group discussions with nine undergraduate English major students and four instructors at a public university in Indonesia. Thematic analysis revealed that generative AI tools, particularly ChatGPT, significantly supported learner autonomy by providing instant, personalized feedback on grammar, vocabulary, and essay structure. Participants reported increased engagement and confidence, and instructors confirmed measurable improvements in fluency and coherence. However, the findings also highlighted concerns, including ethical risks such as plagiarism, over reliance on AI generated outputs, and occasional inaccuracies in suggestions. Digital literacy emerged as a critical factor influencing the quality of AI use, with more skilled students demonstrating greater ability to critically evaluate and adapt AI feedback. The results emphasized that while generative AI has strong potential as an adaptive learning aid, its effectiveness relies heavily on ethical safeguards, structured pedagogical integration, and institutional readiness. This study contributes both practical implications for language teaching and theoretical insights into AI enhanced learning, while recommending further longitudinal research to evaluate the long term impact of generative AI in higher education contexts.

Ähnliche Arbeiten