Answers are grounded in this paper and cite their sources.
Artificial intelligence (AI) tools are increasingly present in English learning, but secondary learners' experiences in Indonesian public schools remain under-examined. This qualitative case study explored how three eleventh-grade students at one public senior high school in Jambi City used AI tools and what benefits and challenges they perceived. Data were generated through one semi-structured interview with each participant, supported by field notes, and analysed through reflexive thematic analysis. Four context-bound themes were developed. Regarding patterns of use, the participants reported adopting ChatGPT, Gemini, Google Translate, and Meta AI mainly through peers and using them primarily to complete assigned tasks through short or multimodal prompts. Regarding perceived benefits, they described support for comprehension, answering questions, and idea generation. Reported challenges included fragile vocabulary retention, difficulty with long responses, and trust in AI answers based on good grades and the image of AI as advanced technology rather than independent verification. Across both research questions, the participants positioned AI as a task aid and teachers as responsive sources of explanation and educational guidance. These self-reported experiences suggest that, in this school context, AI-supported EFL instruction should combine access with verification, practice, process-oriented tasks, and clear school guidance.
No takes yet. Share an insight, caveat, or question.
Aguva et al. (2026) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: