This study examines the impact of AI-supported tools on learner engagement, autonomy, and performance in English for Specific Purposes (ESP). It was conducted with 50 bachelor’s students of Biomedicine at the University of Žilina, Slovakia, during the winter term 2024/25. The research compares a traditional ESP course with limited digital support (n = 25) and an experimental AI-integrated model, EduFlipp (n = 25). EduFlipp is based on FLIPP learning principles: a flexible learning environment, learner autonomy, integrated AI tools, practice orientation, and personalisation. The model emphasises home-based preparation, in-class application, and active student participation. The experimental group regularly used three AI tools: Socrative for immediate feedback and formative assessment, Yoodli for AI-based presentation feedback, and StudiFi for self-paced learning. The study is grounded in the TPACK-AI framework, focusing on meaningful AI integration, and the MCC framework, addressing verbal, non-verbal, and digital communication skills. A mixed-methods design was applied. Quantitative data included pre- and post-tests, AI usage analytics, and structured questionnaires measuring usability, motivation, and presentation confidence. Qualitative data from learner journals and semi-structured interviews were thematically analysed using NVivo. Post-intervention results confirmed all hypotheses. The experimental group achieved significantly higher ESP knowledge scores (M = 82.4, SD = 5.6) than the control group (M = 74.1, SD = 6.2; p < .01). They also demonstrated stronger multimodal competence, higher motivation, and improved self-regulation. Overall, the findings indicate that AI-enhanced, student-centred FLIPP instruction creates a sustainable, feedback-rich, and digitally responsive ESP learning environment.

Authors:
Jana Malchová, University of Žilina, Slovakia
Olga Kissova, University of Žilina, Slovakia

About the Presenter(s)
Mgr. Jana Malchová currently holds the position of Head of the Department of Foreign Languages within the Institute of Lifelong Learning at the University of Žilina. Her general interests include learning languages and innovations in language teaching focusing on the impact of AI tools on learning ESP.

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