HARNESSING AI TO TEACH ENGLISH IN LOW-RESOURCE AREAS OF PONTIANAK URBAN: STRATEGIES FOR SUCCESS

Abstract

This study explores the strategies and potential of harnessing artificial  intelligence (AI) to enhance English language learning in low-resource urban areas of Pontianak, Indonesia. It seeks to provide in-depth insights into the practical realities of integrating AI tools into English language instruction under resource constraints, focusing on a single teacher's experiences. A qualitative case study approach was employed, utilizing in-depth interviews with one English teacher in a low-resource public school. Data were analyzed using narrative analysis to capture the nuanced experiences of the participant, revealing the challenges and opportunities of using AI in this context. The study uncovered a complex landscape of promising applications and significant obstacles in implementing AI-assisted language learning. Key challenges included unreliable infrastructure, limited access to devices, and difficulties in pedagogical integration. Innovative strategies emerged, such as leveraging mobile technologies, adopting blended learning approaches, and adapting AI tools to the local context. The teacher's journey from skepticism to cautious optimism highlighted AI's transformative potential in low-resource settings. The research suggests a need for context-specific strategies, targeted professional development, policy interventions addressing infrastructure limitations, and flexible implementation approaches. It offers insights for educators, policymakers, and researchers working to harness AI's potential in resource-constrained environments, emphasizing the need for further research into long-term impacts on student learning outcomes.