EXPLORING ENGLISH LANGUAGE LEARNERS' PERCEPTIONS OF AUTONOMOUS LEARNING IN USING ARTIFICIAL INTELLIGENCE (AI)

Mariska, Adelia Eka and Saifulloh, Ahmad Iklil, 0725038801 and Krisdiana, Amy, Amy, 0715019005 (2025) EXPLORING ENGLISH LANGUAGE LEARNERS' PERCEPTIONS OF AUTONOMOUS LEARNING IN USING ARTIFICIAL INTELLIGENCE (AI). Bachelor thesis, Universitas Islam Majapahit.

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Abstract

This study examines English language learners' perceptions of the use of Artificial Intelligence (AI), such as ChatGPT, in facilitating autonomous learning in the context of English language learning. Amidst the growing integration of AI technology in education, independent learning has become an important skill that encourages students to take more responsibility for their learning progress. This study focuses on students in class XI-7 at SMAN 1 Mojosari, Mojokerto, with the aim of exploring their perceptions, experiences, and learning strategies in utilizing AI to support self-directed learning, particularly in developing narrative writing skills using the RACE framework (Role, Action, Context, Execute) as a prompting guide. This study used a qualitative design with a case study approach. Data were collected through observation during classroom learning sessions and semi-structured interviews with selected students. The analysis was conducted thematically with reference to Bloom's taxonomy, covering the cognitive, affective, and conative (psychomotor) domains. The results of the study indicate that students have a positive perception of AI, particularly in helping to enrich vocabulary, generate ideas, improve writing structure, and increase motivation to write. However, challenges were also identified, such as the potential for excessive dependence and limitations in critical thinking. The conclusion of this study confirms that with structured prompting frameworks such as RACE, AI can effectively support independent learning, enhance student autonomy, creativity, and reflective abilities. The contributions of this study include theoretical insights into learning autonomy in AI-based learning environments and practical recommendations for educators on how to appropriately integrate AI to promote independent learning. This research also opens up opportunities for further studies in the field of AI-based language education.

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