ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases DOI Creative Commons
Alex Dornburg, Kristin J. Davin

ReCALL, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 16

Published: Dec. 11, 2024

Abstract The advent of generative artificial intelligence (AI) models holds potential for aiding teachers in the generation pedagogical materials. However, numerous knowledge gaps concerning behavior these obfuscate research-informed guidance their effective usage. Here, we assess trends prompt specificity, variability, and weaknesses foreign language teacher lesson plans generated by zero-shot prompting ChatGPT. Iterating a series prompts that increased complexity, found output were generally high quality, though additional context specificity to did not guarantee concomitant increase quality. Additionally, observed extreme cases variability outputs same prompt. In many cases, this reflected conflict between outdated (e.g. reciting scripted dialogues) more current research-based practices focus on communication). These results suggest training AI classic texts may bias content toward teaching have been long refuted research. Collectively, our offer immediate translational implications practicing use tools. More broadly, findings highlight development materials across diversity areas.

Language: Английский

Improving Primary School Students' Oral Reading Fluency Through Voice Chatbot‐Based AI DOI Open Access
Mohamed Ali Nagy Elmaadaway, Mohamed Elsayed El‐Naggar,

Mohamed Radwan Ibrahim Abouhashesh

et al.

Journal of Computer Assisted Learning, Journal Year: 2025, Volume and Issue: 41(2)

Published: March 12, 2025

ABSTRACT Background Artificial intelligence (AI) made substantial progress with language recognition. Proficiency in spoken English reading is a prerequisite for fluency written English. However, research on its use, especially non‐native speakers, lacking despite increased usage. Objectives This study aimed to enhance the oral abilities of fourth graders using AI voice chatbot ‘Alexa’, purpose being examine effects Alexa graders' skills. Methods Ninety students were evenly divided into experimental and control groups. We developed, reviewed administered pre‐ post‐tests interviews. Results Conclusion Students' comprehension are enhanced when they use classroom. Many turn help them grammar. offers suggestions future research.

Language: Английский

Citations

0
Tracing interpersonal emotion regulation, behavioural emotion regulation strategies, hopelessness and vocabulary retention within Bing vs. ChatGPT environments DOI Open Access
Meiping Wang, Shamim Akhter

British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 11, 2025

Abstract Despite the growing integration of artificial intelligence (AI) in language education, limited research has explored its impact on emotional regulation and vocabulary retention, particularly English as a foreign (EFL) contexts. This study addressed this gap by comparing effects Bing ChatGPT environments interpersonal emotion (IER), behavioural strategies (BERS), hopelessness retention among 458 upper‐intermediate Chinese EFL learners. Participants were divided into three groups: Bing, control group (CG) receiving traditional instruction. Both AI‐supported groups engaged with identical content tasks their respective platforms, while CG followed conventional curriculum. A mixed‐methods design was employed, incorporating quantitative pre‐ post‐tests qualitative semi‐structured interviews. The one‐way ANOVA results revealed that both AI significantly outperformed across all measures, no statistical difference between groups. learners conditions reported reduced improved IER BERS, alongside notable retention. In agreement results, findings highlighted engaging supportive nature environments, which led to IER, BERS These suggest integrating tools like classrooms can enhance well‐being acquisition, offering valuable pedagogical insights for educators seeking leverage technology

Language: Английский

Citations

0
Intersections between cognitive‐emotion regulation, critical thinking and academic resilience with academic motivation and autonomy in EFL learners: Contributions of AI‐mediated learning environments DOI Open Access
Chunhua Yang, Ming Wei, Liu Qi

et al.

British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 24, 2025

Abstract The rapid and pervasive integration of artificial intelligence (AI) technologies into education presents both unprecedented opportunities significant challenges. While AI‐powered tools offer personalised learning experiences access to vast knowledge repositories, their successful implementation hinges on a nuanced understanding how learners' psychological cognitive processes interact within these dynamic environments. This study delved the intricate interplay between cognitive‐emotion regulation, critical thinking, academic resilience, motivation autonomy in cohort English as foreign language (EFL) learners engaged AI‐mediated learning. For this, sample 302 EFL was recruited using stratified random sampling method. data were analysed structural equation modelling confirmatory factor analysis through SMART PLS software. Findings revealed that there correlation regulation among Moreover, results showed thinking existed. Additionally, outcomes indicated resilience significantly correlated with autonomy. These findings underscored by cultivating ability effectively manage emotions, engage inquiry exercise autonomy, educators can empower them navigate complexities AI‐integrated environments, achieve success develop essential skills for lifelong digital age.

Language: Английский

Citations

0
Technological Interface Components That Support Accelerated Learning in the Acquisition of Foreign Language Vocabulary DOI Creative Commons
Davіd Passіg,

Ganit Eshel Kedmi,

Adi Aharoni

et al.

Applied Sciences, Journal Year: 2024, Volume and Issue: 14(22), P. 10436 - 10436

Published: Nov. 13, 2024

There is a need to find innovative learning methods that enable accelerated of foreign language. This study examined the effect computer-assisted language (CALL) in acquiring language, which combines cognitive and emotional stimuli background. The explored two factors related acquisition language: duration scope process depth internalization newly acquired Another objective was assess method environments, 2D VR, determine if environment affects results leads better vocabulary retention. One hundred native French speakers, with an average age 47.5, participated had no prior knowledge We randomly divided participants into groups (2D VR). They studied 550 words new for five days: 30 min each evening 15 morning. post-learning test pointed out both improved their scores significantly. Approximately one month after experience, we administered retention 32 found level been retained. Finally, background variables (e.g., gender, age, previous language) did not affect results. findings indicate CALL, integrates significantly accelerates pace, broadens words, ensures improvement observed our notably higher than reported literature studies previously evaluated CALL in-class acquisition.

Language: Английский

Citations

0
Nvivo as a Handy Tool in Qualitative Meta-Synthesis Studies DOI
Arif Bakla

Journal of Language Research, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 26, 2024

Although quantitative paradigm still appears to occupy a significant place in social sciences (more specifically second language acquisition research), there has been widespread interest qualitative studies these areas since the last quarter of twentieth century. As more are being conducted, emerges need synthesize their findings draw generalisable conclusions inform practice. This paper provides an overview meta-synthesis by highlighting its key aspects. Then it goes on discuss how NVivo, computer-assisted data analysis software (CAQDAS) program, can be used facilitate, speed up and improve quality meta-syntheses increasing depth. NVivo quite useful studies, not only because helps organise but also facilitates such activities during as coding, writing analytic memos, conducting keyword searches comparing coding analytical notes. Besides these, highly practical tool is framework matrix, which prepare neatly organized synthesis research spreadsheet format. discusses use tools context offers some suggestions this regard.

Language: Английский

Citations

0
ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases DOI Creative Commons
Alex Dornburg, Kristin J. Davin

ReCALL, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 16

Published: Dec. 11, 2024

Abstract The advent of generative artificial intelligence (AI) models holds potential for aiding teachers in the generation pedagogical materials. However, numerous knowledge gaps concerning behavior these obfuscate research-informed guidance their effective usage. Here, we assess trends prompt specificity, variability, and weaknesses foreign language teacher lesson plans generated by zero-shot prompting ChatGPT. Iterating a series prompts that increased complexity, found output were generally high quality, though additional context specificity to did not guarantee concomitant increase quality. Additionally, observed extreme cases variability outputs same prompt. In many cases, this reflected conflict between outdated (e.g. reciting scripted dialogues) more current research-based practices focus on communication). These results suggest training AI classic texts may bias content toward teaching have been long refuted research. Collectively, our offer immediate translational implications practicing use tools. More broadly, findings highlight development materials across diversity areas.

Language: Английский

Citations

0