Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal Corner of Educational Research (IJCER)
Rizky Sulvika Puspa Rinda
Politeknik Negeri Samarinda, Kalimantan Timur, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Teachers Talking Back to AI: A Literature Review of Indonesian Vocational ESP Teachers’ Voices on ChatGPT in Published Articles Rizky Sulvika Puspa Rinda; Dwi Santoso; Suminto
International Journal Corner of Educational Research Vol. 5 No. 2 (2026): November 2026
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

English teachers in Indonesian vocational high schools are expected to teach English for Specific Purposes (ESP) with little field knowledge, material or curriculum guidance, and generative AI such as ChatGPT is quickly filling this gap. Existing studies report vocational teachers’ AI perceptions one site at a time, mostly through acceptance surveys, and none has synthesised what these teachers actually say. This literature review applied Braun and Clarke’s reflexive thematic analysis to six freely accessible empirical articles (2024–2026) reporting the views of up to 88 in-service and pre-service SMK English teachers. Four themes were constructed: AI as a stand-in for the subject specialist; AI kept behind the classroom door, used mainly for preparation under constraints of paid features, devices and school rules; checking AI output against vocational reality, sometimes through students’ workshop knowledge; and guarding creativity, integrity and moral guidance as human work. The review shows that AI currently absorbs a structural ESP problem at the level of the individual teacher. It contributes a cross-study reading of vocational teachers’ voices, identifies a verification paradox in AI-assisted ESP, and informs ESP-oriented AI literacy, collaboration with vocational-subject teachers, and institutional guidance.
Co-Authors Dwi Santoso Suminto