As AI tools become increasingly integrated into language education, their role in Computer-Assisted Language Learning (CALL) requires critical examination. This study, conducted at Xi'an Jiaotong-Liverpool University (XJTLU), a flagship Sino-British institution in China, explores the use of AI-assisted materials in teaching a Year 2 English for Specific Academic Purposes (ESAP) module for STEM students in a transnational context. Through a CALL-oriented framework, the research investigates how AI-generated materials impact student engagement, lesson planning, and additional exercises.

By evaluating the efficiency, content quality, and adaptability of AI-generated learning resources, this study assesses their alignment with discipline-specific language use, students' proficiency levels, and pedagogical best practices in CALL. Additionally, the research addresses key challenges such as the authenticity of AI-generated content, the role of instructor mediation, and the AI literacy required for effective integration. The findings contribute to discussions on optimizing AI tools for CALL-based language instruction, offering practical insights into their application in STEM-focused curricula and beyond.