Author Information
Jana Malchová, University of Žilina, SlovakiaOľga Kissová, University of Žilina, Slovakia
Abstract
This study investigates the impact of AI-supported tools on learner engagement, autonomy, and performance in English for Specific Purposes (ESP). Conducted with 50 Biomedical informatics bachelor’s students at the University of Žilina, Slovakia, during the winter term 2024/25. The study compares two groups (n = 25 each) that used the same three AI-supported tools—Socrative (immediate feedback and formative assessment), Yoodli (AI-driven presentation feedback), and StudyFi (self-paced learning). Group B additionally followed the EduFlipp model (Flexible learning environment, Learner autonomy, Integrated AI tools, Practice orientation, and Personalisation), applying the tools within a structured flipped-classroom sequence of home-based preparation and in-class application, whereas Group A used the same three tools within a traditional, non-flipped ESP course structure. The study is grounded in the TPACK-AI (Technological Pedagogical Content Knowledge for Artificial Intelligence – focusing on how AI tools are meaningfully integrated into teaching) and MCC (Multimodal Communicative Competence – addressing verbal, non-verbal, and digital communication skills) frameworks, using a mixed-methods design. Quantitative data included pre-/post-tests, AI usage analytics, and structured questionnaires measuring tool usability, motivation, and communication confidence. Qualitative data from journals and interviews were thematically coded using NVivo. Post-intervention results confirmed all four hypotheses. Both groups showed statistically significant gains after using the three AI-supported tools (p < .001), with Yoodli producing the largest improvement in multimodal communicative performance (d ≈ 0.88–0.90); Group B, which combined the tools with the full EduFlipp framework, achieved consistently larger effect sizes than Group A across all measured domains, alongside greater multimodal competence and improved motivation and self-regulation. The findings demonstrate that integrating AI within a student-centred FLIPP framework enhances ESP instruction through a sustainable, feedback-rich, and digitally responsive environment well-suited to preparing learners for 21st-century market needs.
Paper Information
Conference: PCE2026Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the PCE2026 Conference Proceedings (View)
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