European Public & Social Innovation Review,
Journal Year:
2025,
Volume and Issue:
10, P. 1 - 14
Published: Jan. 31, 2025
Introduction:
The
integration
of
AI
in
educational
settings
offers
significant
potential
for
enhancing
learning
experiences,
particularly
Content
and
Language
Integrated
Learning
(CLIL)
contexts.
tools,
such
as
ChatGPT,
provide
personalized
feedback
on
writing,
addressing
issues
like
unclear
content,
grammatical
errors,
or
poor
vocabulary.
This
study
examines
students'
perceptions
AI-assisted
a
business
CLIL
course
evaluates
the
actual
improvements
their
writing
based
provided
by
AI.
Methodology:
University
students
(n=205)
participated
15-week
Data
Description
course,
using
ChatGPT
to
receive
specific
criteria-based
weekly
compositions.
Students
revised
drafts
this
before
submission.
A
survey
(n=192)
assessed
experiences
perceived
impact
skills
task
efficiency.
Additionally,
sample
(n=336)
compositions
was
coded
analyzed
evaluate
linguistic
enhancement.
Results:
Results
indicate
that
found
beneficial
improving
appreciated
its
immediacy
specificity.
However,
concerns
were
noted
about
complexity
relevance
feedback.
Discussions:
Despite
these
issues,
responded
positively,
showing
improvement
content
accuracy
proficiency.
Conclusions:
highlights
tools
need
refining
mechanisms.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Sept. 28, 2024
ABSTRACT
As
artificial
intelligence
(AI)
has
been
integrated
into
foreign
language
(FL)
education,
learners'
well‐being
is
influenced
by
various
factors,
including
technological,
personal
and
contextual
elements.
However,
few
studies
explored
how
external
internal
factors
jointly
shape
FL
in
the
era
of
generative
AI.
To
fill
this
gap,
study
explores
effects
AI
acceptance,
perceived
teachers'
enthusiasm
self‐efficacy
on
investigating
613
university
learners
English
as
a
(EFL).
The
structural
equation
modelling
results
reveal
that
(1)
acceptance
positively
predicts
EFL
self‐efficacy;
(2)
does
not
predict
(3)
for
receptive
skills
mediates
relationship
between
acceptance/perceived
well‐being,
whereas
productive
play
mediation
role.
This
research
broadens
understanding
antecedents
extends
application
theory
AI‐driven
educational
environment,
providing
significant
pedagogical
implications.
Advances in psychology, mental health, and behavioral studies (APMHBS) book series,
Journal Year:
2025,
Volume and Issue:
unknown, P. 65 - 92
Published: Jan. 3, 2025
This
chapter
examines
how
artificial
intelligence
(AI)
is
improving
neuropsychological
practice
and
AI
tools
can
be
used
to
diagnose
treat
rehabilitate
cognitive
disorders.
Through
a
critical
analysis
of
recent
research
developing
patterns
the
emphasizes
AIs
potential
for
neuropsychology
real-time
interventions
personalized
care
early
detection.
It
explores
has
advanced
create
like
virtual
assistants
chatbots
machine
learning
algorithms
that
have
greatly
enhanced
testing
treatment.
in
neurorehabilitation
shows
encouraging
results
precision
effectiveness
treatment
regimens
particularly
patients
with
brain
injuries
or
decline.
The
also
effects
on
training
education
focus
preparing
next
generation
neuropsychologists
settings
by
AI.
Research Square (Research Square),
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 9, 2025
Abstract
AI-powered
platforms
for
dynamic
writing
present
transformative
opportunities
to
enhance
English
language
acquisition
and
actively
engage
learners
in
tasks.
However,
the
role
of
artificial
intelligence
improving
proficiency
fostering
motivation
among
as
a
Foreign
Language
(EFL)
remains
an
area
that
has
yet
be
thoroughly
investigated.
This
research
endeavor
seeks
address
prevailing
knowledge
gap
field
by
exploring
influence
on
skills
EFL
learners.
The
study's
objectives
encompass
assessment
impact
these
coherence,
vocabulary
usage,
grammatical
accuracy,
task
accomplishment,
learner
motivation.
Utilizing
mixed-methods
approach,
study
examined
65
intermediate
students
from
Islamic
Azad
University,
Varamin-Pishva
branch,
who
were
divided
into
two
groups:
one
employed
tools,
while
other
followed
traditional
classroom-based
exercises.
Quantitative
data
gathered
via
IELTS-based
assessments
scales,
qualitative
insights
derived
semi-structured
interviews.
findings
revealed
substantial
enhancements
AI
group
across
all
measured
dimensions
comparison
control
group.
Additionally,
demonstrated
significant
surge
levels.
Learners
reported
positive
attitudes
toward
AI-based
instruction,
citing
improvements
engagement,
autonomy,
confidence
their
writing.
platform
also
fostered
greater
self-regulation
personalized
learning
experiences,
which
participants
found
effective
enjoyable.
emphasize
efficacy
enhancing
linguistic
motivational
levels
provides
practical
incorporating
technologies
encouraging
educators
leverage
such
tools
more
engaging
practices.
BMC Medical Education,
Journal Year:
2024,
Volume and Issue:
24(1)
Published: July 9, 2024
Abstract
Background
Academic
paper
writing
holds
significant
importance
in
the
education
of
medical
students,
and
poses
a
clear
challenge
for
those
whose
first
language
is
not
English.
This
study
aims
to
investigate
effectiveness
employing
large
models,
particularly
ChatGPT,
improving
English
academic
skills
these
students.
Methods
A
cohort
25
third-year
students
from
China
was
recruited.
The
consisted
two
stages.
Firstly,
were
asked
write
mini
paper.
Secondly,
revise
using
ChatGPT
within
weeks.
evaluation
papers
focused
on
three
key
dimensions,
including
structure,
logic,
language.
method
incorporated
both
manual
scoring
AI
utilizing
ChatGPT-3.5
ChatGPT-4
models.
Additionally,
we
employed
questionnaire
gather
feedback
students’
experience
ChatGPT.
Results
After
implementing
assistance,
there
notable
increase
by
4.23
points.
Similarly,
based
model
showed
an
4.82
points,
while
3.84
These
results
highlight
potential
models
supporting
writing.
Statistical
analysis
revealed
no
difference
between
scoring,
indicating
assist
teachers
grading
process.
Feedback
indicated
generally
positive
response
with
92%
acknowledging
improvement
quality
their
writing,
84%
noting
advancements
skills,
76%
recognizing
contribution
research.
Conclusion
highlighted
efficacy
like
augmenting
proficiency
non-native
speakers
education.
Furthermore,
it
illustrated
make
educational
process,
environments
where
primary
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Sept. 17, 2024
ABSTRACT
Artificial
Intelligence
(AI)‐driven
chatbots,
such
as
ChatGPT,
have
significantly
impacted
education,
especially
for
English
a
Foreign
Language
(EFL)
learners.
However,
there
is
paucity
of
empirical
evidence
concerning
the
role
chatbots
in
psycho‐emotional
constructs
like
well‐being
and
emotion
regulation.
It
important
to
address
this
issue
because
it
can
further
our
understanding
ways
through
which
using
ChatGPT
affects
EFL
This
study
aimed
unpack
intersection
between
well‐being,
with
focus
on
mediating
regulation
context
Iran.
Using
convenience
sampling,
492
learners
(205
males
287
females)
were
invited
complete
validated
scales
measuring
use,
The
outcomes
structural
equation
modelling
revealed
strong
mediation
effect
relationship
well‐being.
Additionally,
significant
positive
correlations
found
both
Besides,
was
established
among
results
imply
that
integration
into
Iranian
learning
environment
be
beneficial,
considering
its
