<![CDATA[This study explores the use of artificial intelligence (AI) as a linguistic and contextual scaffold within Student-Generated Daily Question Cards (SGDQC) for English for Specific Purposes (ESP) speaking practice among dental nursing students. A qualitative case study was conducted with 50 third-semester students at Poltekkes Kemenkes Makassar, Indonesia. Data were obtained from six classroom observations, semi-structured interviews with 25 purposively selected students and the ESP lecturer, and analysis of student-generated question cards. The data were analysed thematically and triangulated across the three sources. Four interconnected findings emerged. First, AI supported grammar checking, translation, vocabulary development, sentence refinement, and the use of dental nursing terminology, although students still needed to review and adapt AI output. Second, student-generated questions provided a concrete starting point that increased preparedness and willingness to participate, particularly among hesitant students. Third, the cards created recurring peer-to-peer speaking opportunities through question-and-answer exchanges, follow-up questions, discussions, and profession-related role-play. Fourth, students continued to experience difficulty when interaction moved beyond prepared prompts, revealing a tension between scaffolded preparation and spontaneous communication. The findings indicate that AI-assisted question cards are most useful as a preparatory scaffold that preserves student agency and leads to human-to-human interaction. Their use should therefore be combined with progressively less-scripted speaking activities to strengthen spontaneous ESP communication.]]>
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