Exploring the effectiveness of natural language processing technologies in automatically generating English teaching resource content DOI

Yu Shen

Journal of Computational Methods in Sciences and Engineering, Journal Year: 2025, Volume and Issue: unknown

Published: May 8, 2025

In the digital era, integration of Artificial Intelligence (AI) and Natural Language Processing (NLP) has progressively enabled automation English teaching resource generation. Traditional methods for producing materials typically require extensive manual effort, which limits their scalability flexibility to accommodate standard learning needs. However, NLP technologies present an effective solution by allowing automatic generation high-quality instructional content. This research highlights capacity generate organized relevant language teaching. An Efficient Glowworm Swarm Optimized Bidirectional Encoder Representations from Transformers (EGWS-BERT) method is employed measure accuracy produced Publicly available lesson plans grammar guides serve as data sources, undergo pre-processing such cleaning text tokenization. The framework emphasizes extracting key information through automated summarization, refining meaning recognizing improving keywords, ensuring coherence usability content into e-learning platforms. Results indicate that proposed model significantly enhances effectiveness, reducing workload while educational resources. Compared current methods, suggested EGWS-BERT technique yields with 96% 94% recall, outstanding outcome. findings suggest NLP-driven approaches can assess development, providing scalable, adaptable, solutions

Language: Английский

Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era DOI
Fangwei Huang, Yongliang Wang, Haijing Zhang

et al.

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.

Language: Английский

Citations

54
Chinese EFL Teachers’ Perceptions of Positive Emotionality and Emotion Regulation Strategies: A Qualitative Study DOI
Zhang Xiaohuan, Yongliang Wang

The Asia-Pacific Education Researcher, Journal Year: 2024, Volume and Issue: unknown

Published: Aug. 14, 2024

Language: Английский

Citations

26
“Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutions DOI Creative Commons
Han Shi, Yunsong Wang, Yongliang Wang

et al.

Asian-Pacific Journal of Second and Foreign Language Education, Journal Year: 2025, Volume and Issue: 10(1)

Published: Jan. 6, 2025

Abstract Studies of EFL teachers’ professional identity have experienced a sociological turn. As result, much research attention has been showered upon exploring construction under the multiple interactions individual and social factors. However, there are few documented studies concerning teachers at tutoring institutions, as marginalized community teachers. To this end, present study drew on narrative inquiry case to indicate dynamic trajectories among institutions “Double Reduction” policy. 8 were recruited from Chinese participate in semi-structural interviews. The analysis elucidated sociocultural perspective. path could fall into three-story constellations: initial stage (idealized flat), exploratory (unstable insufficient) renewal (thoughtful far-sighted). Meanwhile, also undergone four changes: enthusiast, victim but explorer, aspirant. These outcomes may offer critical implications for policymakers teacher educators recognize support development amid policy shifts contextual challenges.

Language: Английский

Citations

2
The role of STEM teachers' emotional intelligence and psychological well-being in predicting their artificial intelligence literacy DOI Creative Commons

Ли Фу

Acta Psychologica, Journal Year: 2025, Volume and Issue: 253, P. 104708 - 104708

Published: Jan. 14, 2025

Language: Английский

Citations

2
Chinese English as a Foreign Language College Students’ Emotional Intelligence and Willingness to Communicate: A Latent Profile Analysis DOI
Yi Gao, Yumeng Guo, Yongliang Wang

et al.

Perceptual and Motor Skills, Journal Year: 2025, Volume and Issue: 132(1), P. 119 - 143

Published: Feb. 1, 2025

In language learning, communication is essential, where learners’ desire and willingness to interact with others are significant in honing their capabilities alongside other necessary competencies. There many factors that influence students’ communicate (WTC), among which the correlation between emotional intelligence WTC still needs be further researched. To investigate profiles of Chinese EFL college students examine different levels communicate, we recruited 476 English as a foreign (EFL) learners across 11 provinces complete our questionnaire. Through latent profile analysis (LPA) one way variance, found there were four EI students: Emotionally Challenged (EC), Struggling (ES), Average (EA), Proficient (EP), most (63%) fell into EA profile. The EC (17%) was second largest We also each had unique characteristics, dimensions including, speaking, reading, writing, comprehension. Notably, demonstrated lowest level profiles, whereas EP displayed highest overall level. These findings meaningful for comprehending within learning environments, they provide valuable insights educators address diverse enhance WTC.

Language: Английский

Citations

2
“I feel AI is neither too good nor too bad”: Unveiling Chinese EFL teachers’ perceived emotions in generative AI-Mediated L2 classes DOI

Yumin Shen,

Guo Hong-yu

Computers in Human Behavior, Journal Year: 2024, Volume and Issue: 161, P. 108429 - 108429

Published: Aug. 31, 2024

Language: Английский

Citations

9
Can AI Empower L2 Education? Exploring Its Influence on the Behavioural, Cognitive and Emotional Engagement of EFL Teachers and Language Learners DOI
Changyin Zhou, Fanfan Hou

European Journal of Education, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 8, 2024

ABSTRACT Artificial intelligence (AI) is transforming L2 education, yet its specific impacts on English as a foreign language (EFL) teachers and learners' engagement remain understudied. To address this deficiency, study, grounded in Fredricks, Blumenfeld, Paris's ( Review of Educational Research , 74 109) three‐dimensional model, explored the AI behavioural, cognitive emotional EFL learners through semi‐structured interviews with 24 38 college learners, followed by thematic analysis MAXQDA to uncover effectiveness AI. The study found that behavioural showcased integration tools, highlighting increased frequency use their practical applications enhancing acquisition tasks. Cognitive was marked recognition capacity augment teaching strategies learning processes, although it also surfaced concerns about potential overreliance technology. Emotional reflected complex interplay attitudes, most informants viewing positively but acknowledging job displacement, emotions students well relations between them. concluded while held promise for must consider limitations ethical implications. research provided valuable insights educators, technology developers policymakers, encouraging innovative practices informed decision‐making education.

Language: Английский

Citations

9
Unpacking the Dynamics of AI-Based Language Learning: Flow, Grit, and Resilience in Chinese EFL Contexts DOI Creative Commons
Xiuwen Zhai, Ruijie Zhao,

Yueying Jiang

et al.

Behavioral Sciences, Journal Year: 2024, Volume and Issue: 14(9), P. 838 - 838

Published: Sept. 19, 2024

Artificial intelligence and positive psychology play crucial roles in education, yet there is limited research on how these psychological factors influence learners' use of AI, particularly language education. Grounded self-determination theory, this study investigates the influencing Chinese English intention to AI for learning. Utilizing structural equation modeling, examines mediating grit, flow, resilience relationship between basic needs AI. Data were analyzed using AMOS 26 SPSS 26. The findings reveal that mediate adopt tools This provides valuable insights into educational environments can be designed fulfill needs, thereby fostering greater engagement acceptance

Language: Английский

Citations

9
Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity: A mixed‐methods investigation into the roles of perceived climate, peer group interaction, and supervisory relationship DOI
Dongmin Ma, Yongliang Wang

International Journal of Applied Linguistics, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 24, 2024

Abstract Teachers play a critical role in fostering students’ creativity, especially English as foreign language (EFL) classes, known teaching for creativity (TfC). Despite this, no comprehensive study has explored how the work environment influences EFL teachers’ TfC. Therefore, this investigates various holistic factors affect TfC among Chinese teachers. Drawing on dynamic componential model of employs mixed‐methods approach, combining quantitative data from survey 406 teachers analyzed using partial least squares structural equation modeling Smart PLS 3, and qualitative insights semi‐structured interviews with 20 MAXQDA 2022. The results reveal that perceived climate peer group interaction positively significantly impact TfC, whereas supervisory relationship (SR) does not show significant effects. findings validate these outcomes offer deeper into PC PGI specifically facilitate or impede alongside explanations non‐significant SR. Additionally, analysis identifies another influential factor TfC: teacher–student interaction. These carry theoretical practical implications teacher educators professional development

Language: Английский

Citations

8
Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios DOI Creative Commons
Claudio Dí­az Larenas, Mabel Ortiz Navarrete, Tania Tagle Ochoa

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(1), P. 74 - 74

Published: Jan. 13, 2025

This exploratory case study investigates the emotional responses, professional accountability, and action-taking dispositions of 150 Chilean prospective English as a Foreign Language (EFL) teachers towards language assessment scenarios. Despite growing interest in assessment, little research has focused on affective experiences trainee teachers. Participants completed Emotionally Loaded Situations Questionnaire, which assessed their reactions to situations where students fail assessments. The reveals that these elicited negative leading diminished sense teacher identity due perceived inefficiencies teaching practices. findings also highlight teachers’ taking corrective actions, such revisiting strategies, reinforcing content, improving future As acknowledge performance direct effect students’ results. These outcomes emphasize need for further dimension better support development

Language: Английский

Citations

0