Exploring AI-Driven Language Teaching For English As A Foreign Language Teachers In Vocational High School In Karawang

Abstract

In today’s rapidly digitalization educational landscape, Artificial Intelligence (AI) has emerged as a promising tool in English as a Foreign Language (EFL) instruction. Despite its potential to improve teaching efficiency and learner engagement, the integration of AI in Indonesian vocational high schools remains limited and challenging. This study investigates how EFL teachers incorporate AI into their classroom practices, the obstacles they face, and strategies to optimize its use. Using a qualitative case study method, data were collected through open-ended questionnaires and semi-structured interviews with four English teachers at a vocational high school in Karawang, West Java. Thematic analysis was conducted using the Technological Pedagogical Content Knowledge (TPACK) framework. The results indicate that major barriers include inadequate infrastructure, poor internet access, limited digital device availability, and sufficient teacher digital literacy. Pedagogical issue such as dependency on AI, reduced creativity, and ethical concerns like plagiarism and decreased student autonomy also surfaced. The study highlights the importance of targeted professional development based on TPACK, improved technological access, and ethical digital literacy in school curricula. These findings offer valuable insights for enhancing AI integration in EFL teaching at the vocational level, with implications for teacher training, curriculum design, and education policy in Indonesia.