<![CDATA[Pragmatic analysis is important for Indonesian Language Education students because prospective language teachers need to interpret language use appropriately across different communicative contexts. However, pragmatic instruction in higher education may provide limited opportunities for students to analyze authentic communicative situations and connect pragmatic concepts with contextual language use. Previous studies have examined case-based learning, technology-enhanced pragmatic learning, and AI-assisted language learning separately, but limited empirical research has investigated their integration specifically for developing university students’ pragmatic analysis skills. This study aimed to examine the difference in pragmatic analysis skills between Indonesian Language Education students who participated in Case-Based Learning assisted by the Tutura application and those who received conventional instruction. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. The participants consisted of 66 fourth-semester Indonesian Language Education students, including 32 students from Universitas Negeri Padang as the experimental group and 34 students from Universitas Sriwijaya as the control group. Data were collected using a pragmatic analysis skills test administered as a pretest and posttest and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s test, the Independent Samples t-test, normalized gain (N-Gain), and Cohen’s d. The experimental group’s mean score increased from 75.50 to 92.50, whereas the control group’s mean score increased from 77.38 to 87.38. The Independent Samples t-test indicated a statistically significant difference in posttest scores between the two groups, t(64) = 11.812, p < .001. The experimental group also showed a higher N-Gain score (0.694) than the control group (0.37), while the reported Cohen’s d was 2.91. These findings indicate greater observed improvement in pragmatic analysis skills among students who participated in Case-Based Learning assisted by the Tutura application. The findings suggest that integrating case-based pragmatic analysis with an AI-assisted learning resource may support contextual pragmatic learning in Indonesian Language Education. However, because the groups were drawn from different institutions and were not randomly assigned, the observed difference cannot be attributed exclusively to the instructional intervention.]]>
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