AI in Vocational English Classrooms: Mapping Teachers’ Knowledge, Benefits, and Pedagogical Uses

Yuniar, Rendhi Fatrisna ORCID: https://orcid.org/0000-0002-9887-8668 and Radita, Cindy (2025) AI in Vocational English Classrooms: Mapping Teachers’ Knowledge, Benefits, and Pedagogical Uses. Presented at ICIEd, Desember 2025, FITK UIN Maulana Malik Ibrahim Malang.

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Abstract

The rapid progress of educational technology has caused big
changes in English for SpeciCic Purposes (ESP) instruction,
especially in vocational education. Among these innovations,
ArtiCicial Intelligence (AI) has become a revolutionary tool that is
changing the way teachers design lessons, assess learning, and
engage students. Although AI has the potential to create adaptive
and engaging learning environments, the ways in which
vocational English teachers apply these tools to ESP instruction
remains largely unexplored. The present study addresses the gap
in research on vocational English teachers’ familiarity with AI
tools, their perceived beneCits, and the challenges they encounter
when integrating these tools into ESP instruction. This study
draws on qualitative data obtained through surveys and semistructured
interviews involving vocational English teachers in
Malang, Indonesia. The thematic analysis was used to analysis
and interpret teachers’ attitudes and experiences in leveraging
AI tools in the classroom. The Cindings reveal varying levels of
familiarity with AI, categorized as low, middle, or high, indicating
different perceptions and practices of integrating AI into ESP
instruction. Additionally, the Cindings indicate that teachers
recognize AI’s contributions to enhancing student engagement,
supporting personalized learning, and improving lesson
efCiciency. However, teachers also reported challenges,
particularly regarding readiness, the need for continuous
professional development, and maintaining a balanced
relationship between technology use and human interaction. The
study underscores the importance of teacher training and
institutional support to ensure that AI serves as a
complementary tool that enhances, rather than replaces, the
human dimension of vocational language teaching. By offering
empirical evidence from a vocational ESP context which is a
setting rarely explored in existing AI literature, the study extends
understanding and offers practical implications for sustainable
AI integration in language education.

Item Type:	Conference (Paper)
Keywords:	Teacher readiness; Personalized learning; ArtiCicial Intelligence (AI); Vocational ESP Instruction
Subjects:	20 LANGUAGE, COMMUNICATION AND CULTURE > 2003 Language Studies > 200302 English Language 20 LANGUAGE, COMMUNICATION AND CULTURE > 2003 Language Studies
Divisions:	Faculty of Tarbiyah and Teaching Training > Department of English Language Education
Depositing User:	Rendhi Fatrisna Yuniar
Date Deposited:	07 Jan 2026 13:23

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