Changing English,
Год журнала:
2024,
Номер
unknown, С. 1 - 17
Опубликована: Окт. 24, 2024
This
study
explores
ChatGPT
affordances,
students'
use
of
prompts,
and
their
perceptions
using
the
tool
in
EFL
writing.
With
screen
capture
technology
to
observe
interactions
with
during
writing
process
semi-structured
interviews,
data
were
analysed
a
collaborative
reflective
thematic
analysis.
The
results
revealed
that
has
potential
improve
essay
quality
terms
lexical
resources,
grammatical
range
accuracy,
coherence
cohesion.
also
provides
such
affordances
as
brainstorming,
outlining,
idea
development,
feedback
on
hedging
devices.
Overall,
students
considered
valuable
personal
learning
tutor
may
stimulate
student
autonomy
by
offering
immediate
less
anxiety-provoking
environment.
However,
some
experienced
challenges
producing
effective
prompts
understanding
ChatGPT's
feedback.
concludes
while
can
enhance
L2
teachers'
guidance
is
necessary
interaction
tool.
Journal of Research on Technology in Education,
Год журнала:
2025,
Номер
unknown, С. 1 - 19
Опубликована: Янв. 9, 2025
Ongoing
advancements
in
generative
AI
(GenAI)
have
boosted
the
potential
of
applying
long-standing
"learning-by-teaching"
practices
form
a
teachable
agent
(TA).
Despite
recognized
roles
and
opportunities
TAs,
less
is
known
about
how
GenAI
could
create
synergy
or
introduce
challenges
TAs
students
perceived
application
TAs.
This
study
explored
middle
school
students'
roles,
benefits,
GenAI-powered
an
authentic
mathematics
classroom.
Through
classroom
observation,
focus-group
interviews,
open-ended
surveys
108
sixth-grade
students,
we
found
that
expected
TA
to
serve
as
learning
companion,
facilitator,
collaborative
problem-solver.
Students
also
expressed
benefits
provides
implications
for
design
educational
AI-assisted
instruction.
Computers and Education Artificial Intelligence,
Год журнала:
2024,
Номер
7, С. 100279 - 100279
Опубликована: Авг. 12, 2024
The
rapid
development
of
generative
artificial
intelligence
(GenAI)
tools
(e.g.
ChatGPT)
has
elicited
mixed
reactions
among
English
language
instructors
and
learners.
This
study
explores
how
first-year
students
in
an
for
Academic
Purposes
(EAP)
course
at
a
Hong
Kong
university
perceive
GenAI
traditional
grammar-checking
Grammarly,
MS
Word).
We
employed
qualitative
methodology
grounded
the
interpretivist
paradigm,
conducting
semi-structured
interviews
with
14
students.
findings
revealed
perceived
to
be
more
comprehensive
authoritative,
as
they
provide
detailed
explanations
contextual
insights
that
enhance
proficiency.
However,
also
noted
concerns
about
overreliance,
data
privacy
equitable
access
premium
features.
examines
ethical
pedagogical
implications
integrating
into
higher
education,
highlighting
their
potential
necessity
institutional
guidance.
It
contributes
ongoing
discourse
on
role
academic
writing
instruction.
Salud Ciencia y Tecnología,
Год журнала:
2025,
Номер
5, С. 1336 - 1336
Опубликована: Янв. 1, 2025
This
study
examines
the
relevance
and
impact
of
Generative
Artificial
Intelligence
(GenAI)
in
design
instructional
materials
for
vocational
education
through
a
systematic
literature
review
following
PRISMA
guidelines.
The
draws
from
reputable
databases,
including
Scopus,
Web
Science
(WoS),
ERIC,
to
identify
peer-reviewed
articles
published
between
2019
2024.
After
applying
inclusion
exclusion
criteria,
28
eligible
were
analyzed.
findings
highlight
that
GenAI
significantly
enhances
material
by
supporting
personalized
learning,
automating
content
creation,
improving
accessibility.
It
enables
development
adaptive
high-quality
resources
tailored
diverse
learner
needs
education.
Furthermore,
visualizes
research
trends
using
bibliometric
analysis,
providing
insights
into
evolution
distribution
GenAI-related
across
time,
regions,
themes.
However,
challenges
such
as
need
digital
competency
among
educators,
ethical
concerns
regarding
bias
quality,
potential
over-reliance
on
AI
tools
are
identified.
underscores
importance
balancing
AI-driven
innovation
with
human-centered
ensure
effective
sustainable
educational
practices.
Practical
recommendations
include
targeted
professional
programs
frameworks
guide
integration
British Educational Research Journal,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 15, 2025
Abstract
The
integration
of
AI‐based
platforms,
such
as
Poe
and
Gemini,
into
language
instruction
has
garnered
increasing
attention
for
their
potential
to
enhance
writing
skills.
Despite
this
interest,
little
is
known
about
effects
on
EFL
learners'
positive
emotions
(PEs),
academic
self‐efficacy
boredom
in
writing.
Addressing
gap,
the
present
study
investigated
effectiveness
Gemini
developing
skills
explored
impact
PEs,
among
learners
at
upper‐intermediate
level.
For
purpose,
a
total
519
Japanese
were
randomly
assigned
three
groups:
(1)
Poe‐assisted
instruction;
(2)
Gemini‐assisted
(3)
control
group
(CG)
receiving
traditional
instruction.
employed
mixed‐methods
design,
incorporating
both
quantitative
qualitative
data
collection.
Writing
development
was
assessed
through
pre‐
post‐tests,
while
emotions,
measured
using
validated
scales.
Additionally,
gathered
interviews
analysed
coding
thematic
analysis
understand
attitudes
perceptions.
Quantitative
ANOVA
MANOVA
compare
outcomes
across
groups.
findings
revealed
that
significantly
improved
compared
CG,
with
no
substantial
differences
between
two
platforms.
Participants
groups
reported
heightened
PEs
increased
self‐efficacy,
alongside
reduced
during
tasks.
corroborated
these
results,
highlighting
platforms'
role
fostering
greater
enthusiasm,
engagement,
autonomy
motivation
English
learning.
concludes
by
offering
range
implications
different
stakeholders.
Journal of Research on Technology in Education,
Год журнала:
2025,
Номер
unknown, С. 1 - 23
Опубликована: Фев. 3, 2025
While
mathematical
creative
writing
can
engage
students
in
expressing
ideas
an
imaginative
way,
young
learners
struggle
this
process.
Generative
AI
(GenAI)
offers
possibilities
for
supporting
them,
such
as
providing
story
generation.
As
the
design
of
GenAI-powered
learning
technologies
requires
careful
consideration
technology
reception
classrooms,
study
explores
students'
and
teachers'
perceptions
with
developed
technology.
We
adopted
a
qualitative
thematic
analysis
interviews
10
elementary
school
six
teachers,
triangulated
open-ended
survey
responses
classroom
observation
79
students.
identified
themes
19
subthemes
regarding
benefits
challenges;
perceived
include
fostering
creativity
understanding
math,
literacy,
affective
domain,
while
students-
AI-related
challenges
were
well.
This
contributes
by
investigating
lived
experience
GenAI-supported
considerations
instructions.
