Exploring Non-English Major Students' Use of Artificial Intelligence in English Course Assignment

Abstract

This qualitative study explored how non-English major undergraduate students at Universitas Islam Kadiri Kediri utilize Artificial Intelligence (AI) to complete English course assignments. While prior research often emphasizes statistical effectiveness or general perceptions, this study employed a descriptive qualitative design to examine authentic, day-to-day academic practices. Data were gathered from eight purposively selected participants through Google Forms questionnaires and classroom observations, subsequently analyzed using thematic analysis. The findings identified four primary themes: (1) AI as a multifaceted support tool for assignments, (2) critical evaluation strategies for AI outputs, (3) perceived educational benefits, and (4) encountered challenges. Students frequently integrated tools like ChatGPT, Grammarly, QuillBot, and DeepL to assist with grammar, vocabulary, idea generation, and translation. Observations confirmed immediate AI usage via smartphones upon receiving tasks. Although students valued AI for enhancing efficiency and fostering autonomous learning, they remained wary of "AI hallucinations," prompt engineering difficulties, and academic integrity risks. Crucially, all participants practiced critical verification of AI-generated content rather than passive acceptance. The study concludes that AI serves as a valuable learning companion that supplements, rather than replaces, the learning process. Effectiveness depends on a student’s ability to critically and ethically mediate technology. Consequently, higher education institutions should prioritize AI literacy and ethical awareness to ensure responsible integration in language education.

Keywords: Artificial Intelligence, AI-assisted learning, English course assignments, non-English major students, critical thinking, higher education.