The Impact of Artificial Intelligence in English Language Learning of Senior High School Students

Abstract

This study aimed to examine the impact of Artificial Intelligence (AI) in English Language Learning of Senior High School Students at Dugong National High School. It aimed to determine the type of AI tool mostly used by the students, students’ perceptions of AI in English learning, identify the usage of AI tools in their learning process and determine the extent of institutional or instructional support for AI use. This study used quantitative design and the tool used was a questionnaire adapted from Akbarani (2023). It was not copied directly; instead, it was paraphrased, rearranged in some parts, and expanded with one additional question to ask what AI tools students use most. The respondents of this study were twenty (20) Senior High Students from Dugong National High School. The findings showed that the students commonly use ChatGPT for generating ideas, drafting, and revising texts, and strengthening grammar and vocabulary, reflecting a positive perception of AI’s role in improving their English skills. While the school offers guidance on responsible AI use, many students remain unsure whether teachers officially permit AI tools in class, highlighting the need for clearer policies. Overall, the results indicate that AI, particularly ChatGPT, positively supports language learning, and that more consistent institutional guidelines can enhance its effective and ethical use.

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