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English as a Double-Edged Knife: Reframing Language Education in Indonesia in the Age of AI
Masyhur
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DOI:10.17265/2161-623X/2025.09.005
Universitas Riau, Pekanbaru, Indonesia
Artificial intelligence (AI) has profoundly disrupted English education in Indonesia, exposing the fragility of Basic Interpersonal Communication Skills (BICS)-focused curricula and destabilizing traditional professions such as translation and tutoring. This article frames AI’s impact through the metaphor of a double-edged knife: One blade democratizes access to English, while the other devalues surface-level fluency. In response, the paper highlights the enduring importance of Cognitive Academic Language Proficiency (CALP), academic literacy, and interdisciplinary engagement. Through an analysis of FKIP (Fakultas Keguruan dan Ilmu Pendidikan)’s historical legacy, the collapse of traditional English professions, and the identity challenges faced by graduates and lecturers, the article argues for systemic reframing. Recommendations include embedding CALP, repositioning lecturers as intellectual mentors, reframing professional identity for students, and using inclusive approaches that honor educators while empowering learners. Ultimately, English is no longer merely a skill—it must be cultivated as a profession of ideas, inquiry, and ethical authorship.
English education, AI disruption, CALP, FKIP, academic literacy, Indonesia
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