Beyond the "Wow" factor: Using Generative AI for Increasing Generative Sense-Making DOI Creative Commons
Guido Makransky, Adéla Plechatá, Tue Herlau

и другие.

Research Square (Research Square), Год журнала: 2024, Номер unknown

Опубликована: Дек. 12, 2024

Abstract Generative Artificial Intelligence (GenAI) has emerged as a transformative tool in education, offering scalable, individualized learning experiences. However, there is notable lack of theoretically informed and methodologically rigorous research on how GenAI can effectively augment learning. This study addresses this gap by investigating the potential chatbot, ChatTutor, to facilitate generative sense-making, leveraging principles from theory. The had two primary goals: first, build theory propose could be used support sense-making; second, empirically test its impact conceptual knowledge, self-efficacy, trust immediately after intervention, well enjoyment, behavioral intentions follow-up four weeks later. Conducted an authentic university course, pre-registered experiment with 175 students compared ChatTutor generic system (ChatGPT) teaching-as-usual condition. Results show that significantly enhanced trust, but not self-efficacy. While improved knowledge over ChatGPT it did outperform teaching-as-usual. Four later, outperformed knowledge. manuscript underscores importance integrating human-centered design educational psychology theories into applications optimize outcomes proposes future practical implications.

Язык: Английский

The Effect of Artificial Intelligence Tools on EFL Learners' Engagement, Enjoyment, and Motivation DOI
Lingjie Yuan, Xiaojuan Liu

Computers in Human Behavior, Год журнала: 2024, Номер 162, С. 108474 - 108474

Опубликована: Окт. 12, 2024

Язык: Английский

Процитировано

11
A latent growth curve modeling of Chinese EFL learners’ emotional fluctuations in AI-mediated L2 education: is positivity or negativity on the rise? DOI

Guofeng Zhao

Innovation in Language Learning and Teaching, Год журнала: 2025, Номер unknown, С. 1 - 14

Опубликована: Янв. 1, 2025

The role of artificial intelligence (AI) tools in promoting different aspects second language (L2) education has recently obtained increasing attention. However, there is insufficient evidence about the contribution AI-mediated L2 instruction to English as a foreign (EFL) learners' positive and negative emotions. To address gap, this study conducted latent growth curve modeling (LGCM) analysis find out changes 350 Chinese EFL classroom engagement enjoyment. Two questionnaires were used collect data at points semester that was taught through AI tools. results showed both enjoyment significantly increased learners over time. While grew steadily participants, rate not equal among them. Furthermore, it found student had going-togetherness time, from beginning end course. are discussed implications for adoption classes provided teachers teacher educators.

Язык: Английский

Процитировано

1
Application of artificial intelligence tools in foreign language teaching: A theoretical review DOI Open Access

Irina Arturovna Semyonkina,

Полина Валентиновна Прусакова

Philology Theory & Practice, Год журнала: 2025, Номер 18(1), С. 384 - 392

Опубликована: Янв. 31, 2025

The paper presents a review of foreign English-language and Russian scientific pedagogical literature, seeking to consider the pressing problems application artificial intelligence tools in modern language education. analyses potential, prospects implementing sphere teaching. novelty lies identifying most significant research tasks promising directions this area. As result, works 2021-2024 on subject under consideration are analyzed, described.

Язык: Английский

Процитировано

1
Exploring English as a Foreign Language Learners’ Adoption and Utilisation of ChatGPT for Speaking Practice Through an Extended Technology Acceptance Model DOI Open Access
Bin Zou, Chenghao Wang,

Yiwen Yan

и другие.

International Journal of Applied Linguistics, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 20, 2024

ABSTRACT ChatGPT has garnered significant interest for its potential educational benefits, particularly in aiding English as a foreign language (EFL) learners to develop skills. This study aims explore how various internal and external factors, outlined the proposed extended technology acceptance model (TAM), influence EFL learners’ use of enhance their oral English. Drawing on TAM questionnaires from 212 Chinese semi‐structured interviews with 12 participants, research underscores that positive attitude toward significantly influences intention adopt English‐speaking practice. Moreover, facilitating conditions predict perceived ease use. The qualitative results shed light ChatGPT's effectiveness convenience developing skills, simulate IELTS exams situational dialogues, identifying certain scenario‐specific limitations.

Язык: Английский

Процитировано

5
Unlocking Foreign Language Enjoyment in GenAI-Assisted English Learning: A Q-Methodology Perspective from Chinese EFL Students DOI Creative Commons
Yang Gao, Quan Quan

Research Square (Research Square), Год журнала: 2025, Номер unknown

Опубликована: Янв. 30, 2025

Abstract This study employs Q methodology to investigate Chinese EFL students' foreign language enjoyment in GenAI-assisted English learning environments. Through Q-sorting and follow-up written responses from university students, this research identified three distinct patterns: (1) Instrumental Support Orientation, characterized by derived GenAI's immediate assistance error correction features, but showing limited engagement with deeper processes; (2) Independent Learning Achievement, reflecting high satisfaction autonomous goal attainment efficiency while demonstrating resistance peer interaction collaborative learning; (3) Learning Feature Exploration, emphasizing through experimenting various GenAI functionalities expressing significant skepticism about outcomes anxiety reduction. These findings extend our understanding of FLE technology-enhanced revealing how learners experience different pathways interaction.

Язык: Английский

Процитировано

0
Integrating AI-Driven Emotional Intelligence in Language Learning Platforms to Improve English Speaking Skills through Real-Time Adaptive Feedback DOI Creative Commons
Aliakbar Tajik

Research Square (Research Square), Год журнала: 2025, Номер unknown

Опубликована: Янв. 31, 2025

Abstract This groundbreaking study introduces the first-ever integration of emotional intelligence (EI) with artificial in English-speaking instruction through an emotionally adaptive language learning system. Through a mixed-method design, research examined this innovative approach’s impact on speaking proficiency among 40 high school students (aged 15-18) from Varamin County, Iran. The experimental group (n=20) engaged novel “Amazon Alexa-Speak” Speaking Assessment System, featuring AI-driven EI-based real-time feedback; contrast, control received conventional over six sessions following pretest to ensure homogeneity. employed concurrent mixed method collecting quantitative data System and researcher-made perception questionnaire; qualitative came classroom observation checklists semi-structured interviews (n=20), focusing state monitoring anxiety reduction patterns. Statistical analyses revealed significant positive correlation between EI performance (p < 0.05, η2 = 0.42), showing substantially enhanced (F(1,38) 24.63, p 0.05). system’s detection algorithm demonstrated 94% accuracy identifying responding learners’ affective states. presents paradigm shift education technology by introducing first system that simultaneously addresses cognitive aspects acquisition. findings have implications for global market, particularly addressing barriers learning. technology’s scalability cross-cultural applicability make it potentially transformative solution worldwide, opening new avenues intelligent educational development.

Язык: Английский

Процитировано

0
Effects of incorporating AI chatbots into think–pair–share activities on EFL speaking anxiety, language enjoyment, and speaking performance DOI
Ting‐Ting Wu, Intan Permata Hapsari, Yueh‐Min Huang

и другие.

Computer Assisted Language Learning, Год журнала: 2025, Номер unknown, С. 1 - 39

Опубликована: Март 17, 2025

Язык: Английский

Процитировано

0
Online reviews generated by generative artificial intelligence versus human: A study of perceived differences and user adoption behavior DOI
Xusen Cheng,

Ang Zeng,

Bo Yang

и другие.

Electronic Commerce Research and Applications, Год журнала: 2025, Номер unknown, С. 101497 - 101497

Опубликована: Март 1, 2025

Язык: Английский

Процитировано

0
Integrating Artificial Intelligence Into English Language Teaching: A Systematic Review DOI Open Access
Afrianto Daud, Ando Fahda Aulia, Muryanti Muryanti

и другие.

European Journal of Educational Research, Год журнала: 2025, Номер 14(2), С. 677 - 691

Опубликована: Апрель 7, 2025

This research aims to systematically review the integration of artificial intelligence (AI) in English language teaching and learning. It specifically seeks analyze current literature identify how AI could be utilized classrooms, specific tools pedagogical approaches employed, challenges faced by educators. Using PRISMA-guided Systematic Literature Review (SLR) methodology, articles were selected from Scopus, Science Direct, ERIC, then analyzed thematically with NVivo software. Findings reveal that enhances through like grammar checkers, chatbots, learning apps, writing assistance being most common application (54.55% studies). Despite its benefits, such as academic dishonesty, over-reliance on (27.27% studies), linguistic issues, technical problems remain significant. The study emphasizes need for ethical considerations teacher training maximize AI’s potential. also highlights societal concerns, including digital divide, underscoring importance equitable access AI-powered education learners all socioeconomic backgrounds.

Язык: Английский

Процитировано

0
Evaluating an AI speaking assessment tool: Score accuracy, perceived validity, and oral peer feedback as feedback enhancement DOI Creative Commons
X. Liu, Jingwen Wang, Bin Zou

и другие.

Journal of English for Academic Purposes, Год журнала: 2025, Номер 75, С. 101505 - 101505

Опубликована: Апрель 8, 2025

Язык: Английский

Процитировано

0