BEYOND READING TASKS: FOSTERING MEANINGFUL LEARNING IN ESP READING THROUGH HUMAN-AI COLLABORATION

DOI: https://doi.org/10.33650/pjp.v13i2.14836
Authors

(1) * Syamsul Rizal   (Universitas Islam Negeri Fatmawati Sukarno Bengkulu)  
        Indonesia
(2)  Nadiyah Mardatillah   (Universitas Islam Negeri Fatmawati Sukarno Bengkulu)  
        Indonesia
(*) Corresponding Author

Abstract


GenAI can make ESP reading meaningful rather than task-oriented. Few studies have examined how human–AI collaboration affects higher education ESP reading pupils. Human–AI collaboration in ESP reading classes, student participation in AI-supported reading activities, and meaningful learning were evaluated in this study. One instructor and fifteen undergraduate Islamic Education Study Program students engaged in a qualitative case study. Data was collected through classroom observations, semi-structured interviews, document analysis, field notes, and utilised Miles, Huberman, and Saldaña's interactive model and thematic analysis. The findings show three interconnected pedagogical transformations: (1) Human–AI collaborative pedagogy redefined lecturers, students, and AI in knowledge construction; (2) AI-supported reading increased students' engagement through active questioning, collaborative discussion, and confidence in interpreting academic texts; and (3) Human–AI Collaboration promoted critical inquiry, reflective dialogue, and discipline. 

Keywords

Human–AI Collaboration; Generative Artificial Intelligence; ESP Reading; Meaningful Learning; Higher Education



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