PERSONALIZED ENGLISH LEARNING THROUGH ARTIFICIAL INTELLIGENCE: STUDENT PERCEPTIONS AND OUTCOMES

Abstrak

This study investigates the application of Artificial Intelligence (AI) in personalized English language learning at Cambridge School, Lhokseumawe. Conducted in January 2025 with fifteen students, the research employed a mixed-methods approach. This combined pre-test and post-test assessments to quantitatively measure gains in language proficiency with a qualitative questionnaire designed to capture student perceptions of the AI tool. The findings demonstrate statistically significant improvements across key language domains, including vocabulary acquisition, speaking fluency, and grammatical accuracy. Furthermore, analysis of student feedback revealed overwhelmingly positive perceptions, with participants highlighting the system's adaptability to individual needs, the value of immediate corrective feedback, and the overall engaging nature of the AI-assisted exercises. These results strongly suggest that AI-driven personalized learning is not only an effective method for enhancing English proficiency but also a powerful means of increasing student motivation and engagement in the language acquisition process. The study concludes that AI represents a promising and transformative tool in modern educational methodologies.