Опубликована: Янв. 1, 2024
Язык: Английский
Technology Knowledge and Learning, Год журнала: 2024, Номер unknown
Опубликована: Май 30, 2024
Abstract Generative artificial intelligence (AI) can create sophisticated textual and multimodal content readily available to students. Writing intensive courses disciplines that use writing as a major form of assessment are significantly impacted by advancements in generative AI, the technology has potential revolutionize how students write they perceive fundamental literacy skill. However, educators still at beginning stage understanding students’ integration AI their actual process. This study addresses urgent need uncover engage with ChatGPT throughout different components processes perceptions opportunities challenges AI. Adopting phenomenological research design, explored practices six students, including both native nonnative English speakers, first-year class higher education institution US. Thematic analysis written products, self-reflections, interviews suggests utilized for brainstorming organizing ideas well assisting global (e.g., argument, structure, coherence) local issues syntax, diction, grammar), while also had various ethical practical concerns about ChatGPT. The brought front two dilemmas encountered AI-assisted writing: (1) challenging balance between incorporating enhance maintaining authentic voice, (2) dilemma weighing loss learning experiences against emergence new accompanying integration. These highlight rethink an increasingly AI-mediated educational context, emphasizing importance fostering critical promote authorial voice AI-human collaboration.
Язык: Английский
Процитировано
23
International Journal of Technology in Education, Год журнала: 2024, Номер 7(1), С. 107 - 127
Опубликована: Фев. 4, 2024
In this research, we aimed to determine whether students' math achievements improved using ChatGPT, one of the chatbot tools, prepare lesson plans in primary school courses. The research was conducted with a pretest-posttest control group experimental design. study comprises 39 third-grade students (experimental = 24, 15). implementation process lasted five weeks and 25 hours. group, lessons were taught according prepared while existing used. Students' academic achievement measured multiple-choice test questions two separate for each learning objective. According results, increased significantly (d 1.268) ChatGPT. Although there difference between post-test scores favor it determined that not significant. These results show teaching ChatGPT is effective achievement. Teachers should consider their plans, combining them benefiting from both process.
Язык: Английский
Процитировано
22
Frontiers in Psychology, Год журнала: 2024, Номер 15
Опубликована: Апрель 8, 2024
Introduction The purpose of this study is to explore students’ attitudes and perceived usefulness using ChatGPT for learning a foreign language reveal how new trend tool affects its end-users. Methods authors conducted qualitative research by questionnaire survey based on hands-on experience university students. Results findings that students are fascinated, satisfied, stimulated use technology despite some their reservations potential threats. also list pedagogical implications, including specific activities, while ChatGPT. Discussion Although can be very beneficial teachers help them in preparation, it sets challenging task change the existing teaching approaches assessments boost cognitive, creative, critical thinking skills. In addition, both will have upskill competencies handle current advancements AI technology, such as
Язык: Английский
Процитировано
11
Education and Information Technologies, Год журнала: 2024, Номер unknown
Опубликована: Июль 13, 2024
Язык: Английский
Процитировано
6
ECNU Review of Education, Год журнала: 2025, Номер unknown
Опубликована: Янв. 17, 2025
Purpose Recent advancements in artificial intelligence (AI)-powered technologies, particularly ChatGPT, have sparked significant interest English as a Foreign Language (EFL) education. This review aims to explore the landscape of ChatGPT's application EFL writing. Design/Approach/Method Given nascence this field, study conducts scoping by analyzing 16 empirical studies published before December 2023 investigate role ChatGPT Findings The explores current and potential uses writing, highlighting its dual both writing assistant an assessment tool. On one hand, is widely acknowledged for providing real-time feedback that enhances quality efficiency. other challenges concerns remain prevalent. Originality/Value findings reveal key gaps literature, such need more interdisciplinary research, adaptation AI models meet linguistic cultural needs learners, integration multimodal tools. emphasizes importance critical thinking information literacy training educators students while addressing ethical considerations. These insights offer roadmap future research practical implementation language education, valuable guidance different stakeholders.
Язык: Английский
Процитировано
0
Scientific Reports, Год журнала: 2025, Номер 15(1)
Опубликована: Фев. 28, 2025
Язык: Английский
Процитировано
0
Education and Information Technologies, Год журнала: 2025, Номер unknown
Опубликована: Март 12, 2025
Язык: Английский
Процитировано
0
Language, Technology, and Social Media., Год журнала: 2025, Номер 3(1), С. 150 - 168
Опубликована: Апрель 5, 2025
This study explores the use of AI-powered tools such as language learning applications, chatbots, adaptive systems, and speech recognition software in context Chinese acquisition by international students. Using a qualitative phenomenological approach, investigates how fifteen students at Southwest University engaged with these tools, challenges they encountered, technologies shaped their linguistic development cultural integration. Data were gathered through semi-structured interviews, focus group discussions, reflective journals, analyzed thematically. The findings indicate that 80% participants reported improved speaking confidence, 75% experienced enhanced listening comprehension, 85% found chatbot-based interactions engaging. However, 65% noted insufficient immersion contextual AI tools. Based on insights, recommends integrating culturally immersive features virtual simulations role-play into systems. It concludes while can personalize accelerate acquisition, impact be maximized when aligned learning, supporting not only proficiency but also meaningful intercultural communication.
Язык: Английский
Процитировано
0
Language, Technology, and Social Media., Год журнала: 2025, Номер 3(1), С. 150 - 168
Опубликована: Апрель 5, 2025
This study explores the use of AI-powered tools such as language learning applications, chatbots, adaptive systems, and speech recognition software in context Chinese acquisition by international students. Using a qualitative phenomenological approach, investigates how fifteen students at Southwest University engaged with these tools, challenges they encountered, technologies shaped their linguistic development cultural integration. Data were gathered through semi-structured interviews, focus group discussions, reflective journals, analyzed thematically. The findings indicate that 80% participants reported improved speaking confidence, 75% experienced enhanced listening comprehension, 85% found chatbot-based interactions engaging. However, 65% noted insufficient immersion contextual AI tools. Based on insights, recommends integrating culturally immersive features virtual simulations role-play into systems. It concludes while can personalize accelerate acquisition, impact be maximized when aligned learning, supporting not only proficiency but also meaningful intercultural communication.
Язык: Английский
Процитировано
0
ECNU Review of Education, Год журнала: 2025, Номер unknown
Опубликована: Янв. 22, 2025
Purposes In light of the usefulness theoretical framework, this research seeks to explore affordances and challenges integrating a generative artificial intelligence (GenAI) tool named ERNIE Bot into writing feedback process. Design/Approach/Method A qualitative design was adopted for study. Twelve students were purposively chosen as focal participants. Data came from multiple sources. Semi-structured interviews used primary source, triangulated with other data sources including drafts, reviews peers, chatlogs Bot. The inductively deductively analyzed. Findings study highlighted technological, educational, social benefits GenAI feedback, its timeliness personalization (technological), roles both an essay editor responsive tutor (educational), ability provide supportive environment engaging process (social). Three categories revealed, namely lack AI literacy among students, potential risk worsening ability, inability catch emotion be perceptive. Originality/Value Enlightened by discovered well limitations which provides insights application in L2 instruction.
Язык: Английский
Процитировано
0