Indonesian University students' perspectives on integrating AIEd into English language learning

Our research investigated the integration of artificial intelligence in education (AIEd), focusing on Indonesian university students' perspectives. A quantitative survey design was based on the Technology Acceptance Model (TAM), a framework focused on perceived usefulness, modified by adding it...

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Vydané v:Issues in educational research Ročník 34; číslo 3; s. 803 - 824
Hlavní autori: Nurul Aini, Iwan Kurniarahman, Utami Widiati, Bambang Yudi Cahyono, Yazid Basthomi
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Perth, WA Institutes for Educational Research in NSW, SA and WA 01.09.2024
Predmet:
Artificial intelligence
Attitudes
College Students
Evaluation
Methodology
Qualitative research
Questionnaires
Reading Skills
Speech Skills
Student Attitudes
Students
Technology
Technology Acceptance Model
University students
Writing Instruction
Writing Skills
ISSN:0313-7155, 1837-6290
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Abstract Our research investigated the integration of artificial intelligence in education (AIEd), focusing on Indonesian university students' perspectives. A quantitative survey design was based on the Technology Acceptance Model (TAM), a framework focused on perceived usefulness, modified by adding items related to affective aspects: interest, needs, excitement, and enjoyment; and cognitive aspects: listening and speaking skills with vocabulary and pronunciation components; reading skills focused on vocabulary enrichment; and writing skills with features of translation, vocabulary buildings, grammar checkers, sentence paraphrasers, idea content generators, and citation management. The questionnaire comprised 13 items based on a 4-point Likert-style scale and one item about types of AIEd. The study encompassed a cohort of 285 university students from four islands in Indonesia: Sumatra, Java, Kalimantan and Nusa Tenggara. The findings recorded 39 types of AIEd used by students. Most of the respondents have positive perceptions of the integration of AIEd, with index scores ranging from 79.1 to 84.6, while only a few of them expressed negative perceptions. Future research can consider exploring the students' perceptions through qualitative research that uses interview data.
AbstractList This research aims to determine the integration of artificial intelligence in education (AIEd) and focuses on Indonesian university students' perspectives. Employing quantitative methods with a survey design, the research employed a questionnaire framework called the Technology Acceptance Model (TAM). The framework focused on the perceived usefulness modified by adding items related to affective aspects: interest, needs, excitement, and enjoyment; and cognitive aspects: listening and speaking skills with vocabulary and pronunciation components; reading skills focused on vocabulary enrichment; and writing skills with features of translation, vocabulary buildings, grammar checkers, sentence paraphrasers, idea content generators, and citation management. The questionnaire had 14 items, consisting of 13 items measured using a 4-point Likert-style scale and one question about the types of AIEd. The study encompassed a cohort of 285 university students from four islands in Indonesia: Sumatra, Java, Kalimantan and Nusa Tenggara. The findings recorded 39 types of AIEd used by students. Most of the respondents have positive perceptions of the integration of AIEd, with index scores ranging from 79.1 to 84.6, while only a few of them expressed negative perceptions. Future research can consider exploring the students' perceptions through qualitative research that uses interview data.
Our research investigated the integration of artificial intelligence in education (AIEd), focusing on Indonesian university students' perspectives. A quantitative survey design was based on the Technology Acceptance Model (TAM), a framework focused on perceived usefulness, modified by adding items related to affective aspects: interest, needs, excitement, and enjoyment; and cognitive aspects: listening and speaking skills with vocabulary and pronunciation components; reading skills focused on vocabulary enrichment; and writing skills with features of translation, vocabulary buildings, grammar checkers, sentence paraphrasers, idea content generators, and citation management. The questionnaire comprised 13 items based on a 4-point Likert-style scale and one item about types of AIEd. The study encompassed a cohort of 285 university students from four islands in Indonesia: Sumatra, Java, Kalimantan and Nusa Tenggara. The findings recorded 39 types of AIEd used by students. Most of the respondents have positive perceptions of the integration of AIEd, with index scores ranging from 79.1 to 84.6, while only a few of them expressed negative perceptions. Future research can consider exploring the students' perceptions through qualitative research that uses interview data.
Author Iwan Kurniarahman
Yazid Basthomi
Nurul Aini
Bambang Yudi Cahyono
Utami Widiati
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SubjectTerms Artificial intelligence
Attitudes
College Students
Evaluation
Methodology
Qualitative research
Questionnaires
Reading Skills
Speech Skills
Student Attitudes
Students
Technology
Technology Acceptance Model
University students
Writing Instruction
Writing Skills
Title Indonesian University students' perspectives on integrating AIEd into English language learning
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