Towards a holistic integration of AI in EFL education: A mixed method empirical study
Computers and Education Artificial Intelligence,
Journal Year:
2025,
Volume and Issue:
unknown, P. 100384 - 100384
Published: March 1, 2025
Language: Английский
Untangling the Relationship Between AI‐Mediated Informal Digital Learning of English (AI‐IDLE), foreign Language Enjoyment and the Ideal L2 Self: Evidence From Chinese University EFL Students
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Nov. 24, 2024
ABSTRACT
Artificial
intelligence‐mediated
informal
digital
learning
of
English
(AI‐IDLE)
might
strengthen
second
language
(L2)
learners'
motivational
self‐concept
(e.g.,
the
ideal
L2
self)
and
enhance
their
foreign
enjoyment
(FLE)
by
enabling
them
to
build
confidence,
engagement,
willingness
practice
skills
in
a
self‐directed,
instant
feedback,
non‐judgemental
environment.
In
our
explanatory
mixed‐method
study,
we
collected
questionnaire
data
from
299
Chinese
undergraduate
as
(EFL)
learners
interviewed
12
them.
Structural
equation
modelling
showed
that
students
who
participated
AI‐IDLE
more
often
reported
clearer
self
greater
FLE,
but
those
with
did
not
report
FLE.
addition,
gender
moderate
impact
on
Analysis
interview
only
corroborated
quantitative
results
also
highlighted
while
EFL
can
acquire
sense
FLE
vivid
selves
they
agentively
negotiate
affordances
generative
AI
for
purposes,
force
may
shift
across
contexts
shape
continued
investment
practices.
By
comparing
integrating
qualitative
insights,
this
study
highlights
pedagogical
potential
activities
motivation,
enjoyment,
commitment
learning.
Language: Английский
What Deserve Studying the Most? A Q‐Methodology Approach to Explore Stakeholders' Perspectives on Research Priorities in GenAI‐Supported Second Language Education
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 27, 2024
ABSTRACT
Recently,
there
has
been
a
significant
increase
in
research
on
Generative
Artificial
Intelligence
(GenAI)
the
domain
of
second
language
(L2)
education.
Given
limited
resources,
it
is
essential
for
GenAI
to
focus
key
areas.
However,
still
uncertainty
about
which
topics
should
be
prioritised.
Research
priorities
are
often
shaped
by
individual
researchers'
personal
interests,
can
skew
many
studies.
Additionally,
stakeholder
perspectives
these
vary
widely.
Therefore,
this
study
employs
Q
methodology
reveal
consensus
among
different
groups.
To
end,
total
19
participants,
including
six
researchers,
teachers
and
seven
students,
engaged
Q‐sort
exercise
involving
34
statements.
Through
KADE
software,
subsequent
Centroid
Factor
Analysis
varimax
rotation
were
used
extract
patterns.
The
analysis
revealed
three
common
across
groups:
psychological
factors
multiple
scenarios
measurement
improvement
L2
competence.
These
findings
provide
valuable
insights
that
inform
refine
agendas
education,
optimising
allocation
resources.
Language: Английский
Can generative artificial intelligence productivity tools support workplace learning? A qualitative study on employee perceptions in a multinational corporation
Tiziana C. Callari,
No information about this author
Lucia Puppione
No information about this author
Journal of Workplace Learning,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 29, 2025
Purpose
The
purpose
of
this
study
was
to
explore
employees’
perceptions
and
firsthand
experiences
the
impact
generative
artificial
intelligence
(AI)
productivity
tools,
specifically
Microsoft
365
Copilot,
on
individual
collective
learning
processes
within
a
multinational
corporation.
In
doing
so,
provides
insights
into
how
these
tools
can
shape
workplace
dynamics,
fostering
both
skill
development
collaborative
knowledge-sharing
practices.
Design/methodology/approach
authors
collected
responses
from
357
participants
through
survey
that
included
multiple-choice
open-ended
questions.
This
focuses
exclusively
qualitative
responses.
reflexive
thematic
analysis
method
used
capture
interpret
role
Copilot
–
AI-powered
assistant
integrated
suite
applications
(e.g.,
Word,
Excel,
PowerPoint,
Outlook,
Teams)
in
enhancing
their
work
opportunities
workplace.
Findings
results
highlight
four
key
themes
contributing
learning.
At
level,
Task
Support
illustrates
extent
which
AI
transform
practices
facilitate
formal
informal
pathways,
while
Meaningful
Work
underscores
tools’
foundational
knowledge
enriched
information.
organisational
culture
suggests
importance
supportive
environment
for
integration,
socialisation
highlights
its
influence
team
cohesion
essential
effective
collaboration
among
members.
Practical
implications
offer
actionable
organisations
integrating
Understanding
inform
design
targeted
training
programmes
promote
foster
sharing.
Furthermore,
positions
as
complementary
resource
improve
employee
engagement,
reduce
resistance
new
technologies
encourage
growth-oriented
mindset,
ultimately
driving
personal
development.
Originality/value
shifts
narrative
around
by
examining
enhance
at
levels,
rather
than
focusing
solely
potential
disrupt
displacement
automation.
By
positioning
AI-based
human
work,
approach
enablers
development,
sharing
job
enrichment,
more
adaptive
learning-oriented
environment.
Language: Английский
Cultivating motivation in informal learning via YouTube: Effects of reinforcement learning-based and social learning-based approaches
Learning and Motivation,
Journal Year:
2025,
Volume and Issue:
90, P. 102122 - 102122
Published: March 20, 2025
Language: Английский
Language teacher AI literacy: insights from collaborations with ChatGPT
Journal of China Computer-Assisted Language Learning,
Journal Year:
2025,
Volume and Issue:
unknown
Published: April 24, 2025
Abstract
The
transformative
potential
of
generative
artificial
intelligence
(GenAI)
in
language
education
highlights
the
importance
AI
literacy
among
teachers
to
ensure
its
ethical
and
effective
integration
into
teaching
practices.
Although
studies
have
examined
application
education,
there
is
a
lack
comprehensive
reviews
focusing
on
interaction
between
ChatGPT,
GenAI
tool,
particularly
fostering
human–AI
collaboration
within
educational
contexts.
This
review
addresses
this
gap
by
synthesising
findings
from
empirical
studies.
Scopus
database
was
used
as
primary
source
for
review.
A
total
19
journal
articles,
published
2023
2024,
were
identified.
first
analyses
research
participants
methods
selected
Key
themes
are
organised
five
dimensions:
foundations
applications,
ethics,
human-centred
mindset,
pedagogy
professional
development,
which
derived
framework
proposed
Miao
Cukurova
(2024.
competency
Framework
.
Paris,
France:
UNESCO).
adopts
their
an
analytical
lens
evaluating
both
opportunities
challenges
associated
with
integrating
ChatGPT
education.
highlight
balanced
approach
safeguard
integrity.
By
offering
actionable
insights
teachers,
curriculum
designers
policymakers,
presents
roadmap
responsible
adoption
ensuring
that
remain
central
learning
process.
Language: Английский
The Challenges and Approaches of Generative Artificial Intelligence (GenAI) to promote Educational Innovation
Xiu Li
No information about this author
International Journal of Computer Science and Information Technology,
Journal Year:
2024,
Volume and Issue:
4(3), P. 400 - 407
Published: Dec. 23, 2024
The
widespread
application
of
generative
artificial
intelligence
technology
in
the
education
sector
has
opened
up
infinite
possibilities
for
educational
innovation.
This
article
analyzes
core
elements,
practical
applications,
and
characteristics
technology,
examines
challenges
faced
by
sector.
These
cover
issues
such
as
instability
AI
algorithms,
complexity
protecting
students'
personal
information,
verifying
authenticity
generated
content,
quality
control.
Corresponding
solutions
have
also
been
proposed,
including
optimizing
algorithms
to
improve
stability
accuracy
model,
strengthening
privacy
protection
measures,
constructing
a
content
evaluation
system
promote
efficient
A
prospect
was
made
on
development
trend
field
its
promotion
Language: Английский