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Abstract

This study aims to analyze the role of artificial intelligence (AI) in language learning in vocational high schools, focusing on the experiences of teachers and students. This study uses a qualitative approach with a case study method, where data are collected through observation and interviews. Vygotsky's constructivism theory is used as a basis for understanding how AI supports independent and interactive learning. The results show that AI improves students' speaking and listening skills through automated feedback and enables personalized learning. However, limited infrastructure and lack of training for teachers are major obstacles in implementing AI in the classroom. In addition, although AI increases the motivation of most students, some students with limited access to technology have difficulty in using it optimally. The main conclusion of this study is that AI has great potential in improving language learning in vocational schools, but there is a need for improved infrastructure and training for teachers to ensure effective implementation. This study contributes to updating perspectives on the integration of AI in vocational education and opens up opportunities for further research to explore the long-term impact of AI on student learning outcomes

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