ABSTRACT

Dewi Tricahyani. Students’ Perceptions of Artificial Intelligence Integration in English Learning: A Deep Learning Perspective. Thesis. Postgraduate Program, Department of Pedagogy, Muhammadiyah University of Ponorogo.
Advisor 1. Dr. Ana Maghfiroh, M.Pd.B.I. Advisor 2. Dr. Diyah Atiek Mustikawati, M.Hum.

This research examines students’ perceptions of the integration of Artificial Intelligence in English as a Foreign Language learning from a deep learning perspective in Indonesian higher education. The study is grounded in Experiential Learning Theory and Constructivist Learning Theory, which emphasize meaningful, joyful, and mindful learning. This research aims to: (1) identify the challenges of using AI in English learning from a deep learning perspective; (2) identify the advantages of using AI in English learning from a deep learning perspective; and (3) analyze students’ perceptions of the use of AI in enhancing deep learning in the EFL context at Muhammadiyah University of Ponorogo.
This research employed a qualitative method with a phenomenological design and was supported by quantitative data obtained from questionnaires. The participants consisted of 45 students from the English Language Education Program who were purposively selected based on their familiarity with AI based applications such as ChatGPT, Grammarly, Gemini, and similar tools. Data were collected through semi-structured interviews and a Likert scale questionnaire. The questionnaire was used to support students’ perceptions of meaningful, joyful, and mindful learning, while the interview data were analyzed using Miles, Huberman, and Saldana’s interactive model. Data trustworthiness was ensured through triangulation, member checking, and careful interpretation.
The result show that students generally hold positive perceptions toward the use of AI in English language learning. AI is perceived as facilitating meaningful learning by supporting conceptual understanding, idea development, and language proficiency. It also promotes joyful learning by increasing motivation, reducing anxiety, and providing flexible learning opportunities. Furthermore, AI supports mindful learning by encouraging reflection and critical evaluation of AI generated outputs. However, several challenges were also identified, including concerns related to the accuracy of AI generated content and difficulties in constructing effective prompts. The study suggests that AI has significant potential to enhance deep learning in English learning when applied carefully, critically, and in conjunction with effective teaching strategies.
Keywords: Artificial Intelligence, English Language Learning, Deep Learning, Students’ Perceptions.