EFL Learners’ Perceptions of AI-Generated Videos and Canva-Based Digital Worksheets: A Multi-Site Case Study in Indonesian Junior High Schools
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Keywords:
AI-generated videos, Canva-based digital worksheets, EFL learners, Junior high schools, students’ perceptionsAbstract
The rapid adoption of AI-generated videos and Canva-based worksheets in Indonesian EFL classrooms has not been matched by an empirical understanding of student experiences. This study highlights three gaps in the literature: these two media are generally studied separately rather than together; affective and metacognitive dimensions remain less explored than cognitive outcomes; and few studies compare students' perceptions of these media across public, private, and Islamic boarding schools. Using a multi-site interpretative qualitative case study design, this research examines the perceptions of seventh-grade students in these three types of schools, with nine students purposively selected, three from each school. Data were collected through semi-structured interviews, classroom observations, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña (2014) with NVivo 12. The findings show five patterns: consistent perceptions of usefulness across locations; perceptions of ease of use covering both intrinsic (interface) and extrinsic (infrastructure) dimensions; learning motivation developing through different pathways at each location; student engagement reflecting each institution's typology; and learner autonomy shaped by institutional epistemology. This study proposes a Contextually Mediated Technology Acceptance and Engagement Model (CM-TAEM), an integrative framework that places institutional culture and digital infrastructure equity as moderators of technology acceptance and engagement. The results suggest that integrating AI-based media in EFL classrooms should take into account the specific conditions of each institution, rather than assuming uniform effectiveness.
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