Design language learning with artificial intelligence (AI) chatbots based on activity theory from a systematic review

Smart Learning Environments, Journal Year: 2025, Volume and Issue: 12(1)

Published: March 10, 2025

Abstract Artificial Intelligence (AI) chatbots, with their ability to engage in conversations that resemble human interactions, have been increasingly applied language teaching. Most recent review studies overlook student learning outcomes and the methods achieve these chatbot-supported learning. Activity Theory (AT) offers a framework of elements functions inside an activity system accomplish desired objectives. This systematic study intends specify setting explain how various factors such as rules, tools, division labor work together enhance this environment. included 37 papers published from January 2014 2025. The findings provide two empirical contributions: four types use AT-based approaches outcomes. Additionally, practical suggestions are made: creating instructional design models for teacher-AI collaboration chatbot-assisted developing professional AI chatbots education. Furthermore, five research directions proposed: chatbot agentic outcomes, out-of-school context, human-chatbot collaborations, K-12 education setting. indicate AT assist students leaning effectively chatbots.

Language: Английский

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ChatGPT in ESL Higher Education: Enhancing Writing, Engagement, and Learning Outcomes

Information, Journal Year: 2025, Volume and Issue: 16(4), P. 316 - 316

Published: April 17, 2025

Artificial intelligence (AI) in education has become increasingly common higher education, particularly learning English as a second language (ESL). ChatGPT is conversational AI model frequently used to support acquisition by creating personalized, interactive experiences. This narrative review explored the impact of on ESL within past three years. It employed qualitative literature using EBSCOhost, ERIC, and JSTOR databases. A total 29 peer-reviewed articles published between 2023 2025 were selected for review. The Scale Assessment Narrative Review Articles (SANRA) was applied an assessment tool quality reliability. results indicated that enhances outcomes helping students improve their writing skills, grammar proficiency, speaking fluency. Moreover, it fostered student engagement due its personalized feedback accessible resources. There were, however, concerns about plagiarism, factual errors, dependency tools. Although similar models present promising opportunities benefits there need structured implementation ethical guidance.

Language: Английский

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Complementing but Not Replacing: Comparing the Impacts of GPT-4 and Native-Speaker Interaction on Chinese L2 Writing Outcomes

Behavioral Sciences, Journal Year: 2025, Volume and Issue: 15(4), P. 540 - 540

Published: April 17, 2025

This study explored the efficacy of large language models (LLMs), namely GPT-4, in supporting second (L2) writing comparison with interaction a human partner pre-writing phase. A within-subject behavioral experiment was conducted 23 Chinese L2 learners who were exposed to three conditions: “without interaction”, “interaction GPT-4”, and partner”. They then completed an task. It found that yielded significantly improved results compared both GPT-4 case without terms overall scores, organization, language. Additionally, types enhanced participants’ topic familiarity confidence reduced task’s perceived difficulty interaction. Interestingly, GPT-4” condition, positively correlated better outcomes, whereas partner” content scores; however, scores negatively associated confidence. suggests LLMs should be used complement not replace partners

Language: Английский

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Embracing generative artificial intelligence tools in higher education: a survey study at the Hong Kong University of Science and Technology

Journal of Asian Public Policy, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 25

Published: Dec. 28, 2024

Generative artificial intelligence has emerged as a powerful technological innovation that is exerting sweeping influence in the education sector. The rapid diffusion of ChatGPT universities worldwide presents both opportunities and challenges to higher policy administration. This study seeks examine students' behavioural perceptual experiences with use at Hong Kong University Science Technology, which was among first introduce officially protected services. Launched November 2023, university-wide student survey sampled 680 students from campus Guangzhou Mainland China. results indicate significant usage services very high level intention continue use. perceive contribute positively their learning career development. Significant variations were found according gender, study, age group, discipline, country/region origin, terms ChatGPT. These offer useful evidence for curriculum reform improvement AI literacy institutions.

Language: Английский

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Perception and Attitudes towards AI (ChatGPT) in Education: A Focus on TESL Students in Perak

Published: Dec. 31, 2024

In this study, we examine how TESL (Teaching English as a Second Language) students think and feel about an AI-based educational tool called ChatGPT. Based on the extant literature drawing from Technology Acceptance Model (TAM) Unified Theory of Use (UTAUT), study utilized systematic review to integrate research studies within both global local contexts with respect AI in education. The results highlight elements including perceived usefulness, Ease use, facilitating conditions, Social influences cultural context that affect students' acceptance AI. offers suggestions for educators legislators, shedding light possible advantages difficulties incorporating into curricula.

Language: Английский

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