The who, why, and how of ai-based chatbots for learning and teaching in higher education: A systematic review DOI
Weimin Ma,

MA Wen-jing,

Yongbin Hu

и другие.

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Окт. 29, 2024

Язык: Английский

Chinese university teachers’ engagement with generative AI in different stages of foreign language teaching: A qualitative enquiry through the prism of ADDIE DOI
Liu Xiao-hua, Yangyu Xiao

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Окт. 28, 2024

Язык: Английский

Процитировано

1
L2 students’ barriers in engaging with form and content-focused AI-generated feedback in revising their compositions DOI
Ziqi Chen, Xinhua Zhu, Qi Lu

и другие.

Computer Assisted Language Learning, Год журнала: 2024, Номер unknown, С. 1 - 21

Опубликована: Ноя. 6, 2024

Providing corrective feedback to second language (L2) writing constitutes a crucial digital affordance for AI-assisted systems. However, L2 writers' revision strategies and obstacles adopting AI-generated feedback, such as ChatGPT, remain unclear. Forty-five students in computer science program were tasked with seeking from ChatGPT their argumentative essays, followed by an analysis of revisions rationale uptake strategies. The findings revealed that approximately 38% the was either explicitly argued (22%) or ignored (16%). Upon controlling proficiency, participants statistically rejected significantly higher proportion at content level (e.g. evidence) than form grammar). Utilizing Technology Acceptance Model, reasons rejecting ignoring ChatGPT-generated examined through participants' reflective data, focusing on two perspectives: inconvenience use unusefulness. Inconvenient factors included (1) overload (2) provision general descriptions instead specific error highlighting, (3) repetitive tedious comments. Themes related unusefulness encompassed misinterpretation authors' intentions, lack clarity illustrative examples, extraneous irrelevant feedback. implications entail pedagogical mitigate barriers foster literacy educational environment.

Язык: Английский

Процитировано

1
Effects of Adaptive Feedback Generated by a Large Language Model: A Case Study in Teacher Education DOI Creative Commons
Annette Kinder,

Fiona J. Briese,

Mike Jacobs

и другие.

Computers and Education Artificial Intelligence, Год журнала: 2024, Номер unknown, С. 100349 - 100349

Опубликована: Дек. 1, 2024

Язык: Английский

Процитировано

1
Exploring Emotional Preparedness of Novice English Teachers Using Grounded Theory in China DOI Creative Commons
Ruyang Li, Hedi Ye,

Yaping Wu

и другие.

Education as Change, Год журнала: 2024, Номер 28

Опубликована: Авг. 29, 2024

Evolving educational paradigms and cultural expectations present distinct challenges for novice English teachers. This study explores the crucial role of emotional preparedness in teachers, particularly China, where gaps understanding support are evident. Employing a qualitative grounded theory approach, identifies key management skills institutional factors via in-depth interviews, incorporating psycho-social framework to explore how regulation self-awareness teacher resilience effectiveness. The findings underline importance personal skills, such as regulation, alongside mechanisms, including professional development peer networks. research underscores need targeted training programmes that enhance organisational boost teachers’ resilience. These insights pivotal developing interventions improve capabilities, promoting more supportive milieu China.

Язык: Английский

Процитировано

0
The who, why, and how of ai-based chatbots for learning and teaching in higher education: A systematic review DOI
Weimin Ma,

MA Wen-jing,

Yongbin Hu

и другие.

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Окт. 29, 2024

Язык: Английский

Процитировано

0