The Use of AI in Understanding Pragmatics of English Learning in a Vocational High School
Keywords:
Artificial Intelligence, Pragmatics, English Learning, Vocational High SchoolAbstract
The development of Artificial Intelligence (AI) has created benefits in current activities, for example, in the teaching and learning process, particularly in English language learning at vocational high schools. One of the important aspects that often becomes a challenge for students is pragmatics, which demands an understanding of context, implied meaning, and appropriate language use based on social, cultural, and communicative purposes. This study aims to explore the experiences of vocational high school students using AI technology to understand pragmatics in English learning, specifically focusing on acquisition and enhancement, using a qualitative phenomenological approach. The data was collected through in-depth interviews, observations, and documentation involving vocational high school students who used AI-based tools. The data analysis was conducted by identifying major themes related to students' learning experiences, perceptions, motivation, and challenges encountered while using AI to understand English pragmatics in class. The study concludes that AI serves as a powerful, personalized, and accessible supplement for pragmatic learning, effectively bridging the gap between classroom knowledge and real-world communication needs in the vocational context, and could be taken into account when selecting a suitable method in English language teaching in vocational high schools.
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