THE ROLE OF AI IN TEACHING ENGLISH AS A SECOND LANGUAGE FOR CYBERSECURITY STUDENTS
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artificial intelligence; ESL for cybersecurity; adaptive learning; domain-specific corpus; incident report writing; feedback analytics; academic integrityAbstrak
This thesis examines how artificial intelligence supports teaching English as a second language to Cybersecurity students by aligning language outcomes with professional threat-analysis communication. Using analytical review and instructional design logic, it proposes AI-enabled tasks for vocabulary, discourse, and incident-report writing. Novelty lies in integrating cybersecurity-specific corpora with adaptive feedback and ethics-oriented digital literacy to improve accuracy, fluency, and domain relevance.
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