Junior High School Students’ Perceptions of AI Use in Supporting English Reading Skills
DOI:
https://doi.org/10.53622/ij.v4i1.518Keywords:
Artificial Intelligence, English reading skills, junior high school students, students’ perceptions, Technology Acceptance Model (TAM)Abstract
Although Artificial Intelligence (AI) has been increasingly adopted in English language learning, limited studies have specifically investigated junior high school students’ perceptions of AI use in supporting English reading skills in the Indonesia context. This study investigated junior high school students’ perceptions of AI use in supporting English reading skills. A quantitative survey design was employed involving 100 junior high school students from several schools in Indonesia who had experience using AI tools for learning English. Data were collected through an online questionnaire adapted from the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT), covering five dimensions: Perceived Usefulness, Perceived Ease of Use, Attitude Toward AI, Challenges of AI Use, and Behavioral Intention. The data were analyzed using descriptive statistics. The findings revealed that students generally held positive perceptions of AI in supporting English reading, with an overall mean score of 3.61, indicating a high level of acceptance. Perceived Usefulness obtained the highest mean score (M = 3.75), followed by Perceived Ease of Use (M = 3.69). although students recognized challenges related to overreliance on AI-generated responses and the need to verify information critically, they also demonstrated positive attitudes and intentions toward future AI use. These findings suggest that AI has considerable potential to complement English reading instruction when integrated responsibly. Therefore, teachers should guide students in using AI critically and ethically to maximize its educational benefits while maintaining students’ independent reading and critical thinking skills.
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