Vocational Students' Perceptions of AI-Based English Speaking Learning in Pharmacy ESP
Abstrak
ABSTRACT English oral communication is increasingly expected of vocational graduates, yet research on artificial intelligence (AI) for speaking instruction has focused mainly on universities and general English programmes. Limited evidence exists on how learners in vocational English for specific purposes (ESP) classrooms evaluate AI-supported speaking practice, particularly in pharmacy-oriented programmes where patient counselling requires intelligible workplace communication. Understanding student perceptions is essential for sustainable adoption, because learners' acceptance shapes continued use beyond formal instruction. This study examined how Grade XI pharmacy students at a vocational high school perceived AI-based English speaking learning embedded in vocational tasks. A descriptive quantitative survey was administered to fifteen students immediately after a four-week intervention that integrated an accessible AI chatbot with pharmacy counselling role-plays. Perceptions were measured using a ten-item, five-point Likert questionnaire operationalising five dimensions derived from the Technology Acceptance Model and vocational contextualisation: ease of use and accessibility, AI feedback quality, vocational relevance, motivation and engagement, and perceived learning outcomes. Descriptive analysis applied Widoyoko's (2012) categorisation framework. Overall perception scores were positive (M = 38.67 of 50). All item means fell within the positive range (M = 3.73–4.07). AI feedback quality received the strongest ratings (per-item M = 4.03, SD = 1.28), whereas motivation and engagement were lowest yet still positive (per-item M = 3.77, SD = 1.19). Ninety-three point three percent of students were classified as having positive or very positive overall perceptions. The findings indicate favourable learner acceptance of AI-based vocational speaking instruction in pharmacy ESP. Immediate corrective feedback and vocationally authentic tasks appear central to perceived value. Vocational English teachers may integrate AI tools as supplementary practice while maintaining teacher-led formative assessment and workplace-relevant speaking tasks.
Identifier
- OpenAlex: https://openalex.org/W7172520632
- DOI: https://doi.org/10.66720/a604qb71