Exploring AI-mediated linguistic and cognitive support for non-native English speakers in English-only higher education

Ching-Yi Tien — 2025-12-15

The release of ChatGPT by OpenAI in 2022 marked a major milestone, beginning a new phase in how artificial intelligence (AI) is used in education and transforming the way students access and engage with academic resources. This study explores how non-native English-speaking students handle the language challenges of content-area courses in higher education when instruction is focused solely on professional subjects in an English-only setting, with limited explicit language support to improve English skills. Using a sample of undergraduate students (N = 63), this research examines differences in AI tool usage, perceptions, and outcomes based on gender, nationality, major, and year of study. Independent samples t-tests and one-way ANOVA were performed on variables that measure perceived language learning benefits, cognitive skill development, creative tool use, and the overall effectiveness of AI tools. Open-ended questions provided qualitative data for this study. The findings show that AI and Generative AI tools meet students’ linguistic needs, address cognitive demands, support personalized learning, enhance understanding of subject material, and improve academic performance. Contrary to earlier research suggesting male students are more proficient with AI, this study finds that female students are more likely to view AI tools as beneficial for integrating thinking and higher-order cognitive skills. The study also discusses potential challenges related to AI use and notes its methodological limitations.

Evaluating the implementation of E-portfolio-based learning in ELT through the CIPP model: A qualitative descriptive study in Indonesia

Raden Muhammad Ali — 2025-12-15

E-portfolios have increasingly been integrated into higher education to promote reflection, documentation, and learner autonomy; however, their effectiveness in English Language Teaching (ELT) in Indonesia remains insufficiently examined. This study evaluates the use of e-portfolio-based learning in an Evaluation in ELT course by employing the Context, Input, Process, and Product (CIPP) evaluation model. Four research questions guided the investigation, focusing on the relevance of the programme context, the adequacy of inputs, the implementation processes, and the resulting learning outcomes. Using a descriptive qualitative design, data were collected through classroom observations, semi-structured interviews, and documentation of students’ e-portfolios. The participants consisted of one lecturer and thirty-seven seventh-semester students (ten males and twenty-seven females) enrolled in the course during the 2022/2023 academic year; additionally, three students were purposively selected for in-depth interviews. The findings indicate that (1) the context supported the adoption of e-portfolios as it aligned with course needs and learning objectives; (2) the input—including digital facilities, infrastructure, and access to online tools—was adequate for implementation; (3) the process showed active student engagement, although challenges such as connectivity issues, device limitations, and time constraints were present; and (4) the product demonstrated positive learning outcomes, including improved documentation practices, better understanding of course material, and increased digital literacy. The study underscores the potential of e-portfolios to enhance ELT learning and suggests the need for more structured feedback mechanisms and technical support to optimise future implementation.

English Language Teaching Educational Journal

Exploring AI-mediated linguistic and cognitive support for non-native English speakers in English-only higher education

Evaluating the implementation of E-portfolio-based learning in ELT through the CIPP model: A qualitative descriptive study in Indonesia