Using artificial intelligence-based technology for differentiated English language learning

This study investigates the implementation of Artificial Intelligence (AI)-based technology, specifically ChatGPT, to enhance differentiated English language learning among high school teachers in Banjarbaru. Using a Participatory Action Research (PAR) design, the study involved 30 members of the English Teachers’ Forum (MGMP Bahasa Inggris) who participated in a training program focused on integrating AI tools into lesson design. The workshop introduced participants to the principles of differentiated instruction, AI-based learning applications, and prompt engineering techniques for generating context-appropriate learning materials. The findings revealed that teachers successfully created differentiated lesson plans in five language skills—listening, reading, speaking, writing, and grammar—by designing specific and structured prompts. They also demonstrated creativity in combining ChatGPT with other AI tools to overcome technical limitations. From the five lesson plans, three of them provided differentiated instruction in terms of process, while the other two were differentiated by product. Survey data showed that teachers perceived the training as highly valuable, enhancing both their understanding of AI and their instructional creativity. They expressed strong enthusiasm for future workshops on educational technology. The thematic analysis further revealed that practical usefulness, acquisition of new AI knowledge, and interest in continued professional development were the most dominant themes, supported by additional reflections on increased motivation and overall enjoyment of the training experience. Overall, the study concludes that active teacher engagement and adequate training are essential to maximize the benefits of AI-based technology in English language education and to promote more adaptive, personalized, and effective teaching practices.