Odgojno-obrazovne teme, Vol. 9 No. 1, 2026.
Izvorni znanstveni članak
https://doi.org/10.53577/oot.9.1.1
Comparison of AI-Supported and Traditional English for Specific Purposes Instruction among University Students
Jelena Gugić
; Sveučilište Jurja Dobrile u Puli, Fakultet za odgojne i obrazovne znanosti
Iva Blažević
; Sveučilište Jurja Dobrile u Puli, Fakultet za odgojne i obrazovne znanosti
Sažetak
This study compares the effectiveness of AI-supported learning activities and traditional teacher-led English language instruction among undergraduate students of the Juraj Dobrila University of Pula. A total of 42 female students were divided into an experimental group participating in AI-supported learning activities and a control group employing traditional learning methods. Both groups covered identical course materials relevant to their future profession. Initial and final English language tests assessed listening, reading, vocabulary, and grammar skills. Statistical analyses found no statistically significant differences in final test results between the two groups. As findings suggest, participation in AI-supported learning activities did not result in statistically significant differences in English language learning outcomes compared with traditional teacher-led instruction. Potential reasons include the limited intensity and duration of the intervention, the relatively small sample size, and the fact that the experimental condition combined AI tool use with increased learner autonomy and reduced teacher guidance. The study highlights the importance of carefully integrating AI-supported activities into language instruction and underscores the need for further research involving larger samples and more comprehensive implementation of AI-supported learning approaches.
Ključne riječi
artificial intelligence; English for specific purposes; AI-supported learning; traditional learning methods; university students
Hrčak ID:
349517
URI
Datum izdavanja:
17.7.2026.
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