Ahmad Zaki Munibi, Ratna Dewanti, Fathiaty Murtadho
The advancement of technology, especially artificial intelligence (AI), presents significant opportunities to enhance the quality of education, particularly in remote areas with limited infrastructure. However, the integration of this technology into English language learning, especially in reading comprehension, still faces several obstacles. This study seeks to examine the experiences of teachers and students in the remote schools located in the Aru Islands, Maluku, Indonesia, regarding the use of AI-based differentiated instruction to improve English reading comprehension. Using a qualitative approach with a phenomenological design, data were gathered through in-depth interviews with four English teachers and ten students from grades 6 and 7, classroom observations, and the collection of learning documentation. The key findings suggest that AI-based learning provides a more individualized learning experience and boosts student motivation and engagement. However, the main challenges identified are the lack of adequate hardware and internet connectivity, which hinder the effectiveness of the technology. This study contributes to the development of AI-based differentiated learning theory and offers valuable practical insights for educators and policymakers on how to optimize the use of this technology in remote areas. The findings emphasize the need for improved digital infrastructure and teacher training to ensure the effective implementation of AI in such contexts. © 2025 Copyright held by the owner/author(s).
Doctoral Program in Applied Linguistics, State University of Jakarta, DKI Jakarta, East Jakarta, Indonesia
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