The effects of generative AI on initial language teacher education: The perceptions of teacher educators
System,
Год журнала:
2024,
Номер
122, С. 103290 - 103290
Опубликована: Март 20, 2024
Since
the
public
release
of
ChatGPT
in
November
2022,
generative
AI
tools—capable
creating
human-like
content
such
as
audio,
code,
images,
text,
simulations,
3D
objects,
and
videos—have
gained
significant
attention.
While
impact
these
tools
on
language
teaching
learning
has
been
widely
speculated,
perspective
teacher
educators
concerning
their
influence
initial
education
(ILTE)
remains
unexplored.
This
study
investigates
how
educators,
who
play
a
crucial
role
adapting
ILTE
to
technological
advancements,
perceive
effects
ILTE.
Data
were
collected
through
in-depth
interviews
with
thirteen
English
from
all
four
Hong
Kong
government-funded
universities
offering
Findings
reveal
that
participants
believe
will
substantially
affect
curriculum,
instruction,
assessment.
However,
most
believed
they
lacked
confidence
competence
address
implications
effectively.
highlights
need
for
further
research
training
support
emerging
AI.
Язык: Английский
On the Promises and Challenges of Artificial Intelligence in Global Englishes-oriented Materials Development and Implementation: A Critical Ecological Perspective
System,
Год журнала:
2025,
Номер
unknown, С. 103610 - 103610
Опубликована: Фев. 1, 2025
Язык: Английский
Investigating the impact of technology-based education on academic motivation, academic perseverance, and academic self-efficacy in english language learning skills
Education and Information Technologies,
Год журнала:
2024,
Номер
29(15), С. 20523 - 20545
Опубликована: Апрель 22, 2024
Язык: Английский
Generative AI Implementation and Assessment in Arabic Language Teaching
International Journal of Online Pedagogy and Course Design,
Год журнала:
2025,
Номер
15(1), С. 1 - 18
Опубликована: Янв. 23, 2025
Artificial
intelligence
(AI)
models
struggle
to
reach
performance
levels
due
the
complex
nature
of
Arabic
grammar
and
diverse
regional
dialects.
This
study
investigated
how
generative
AI
(GenAI)
functions
as
a
teaching
assistant
in
language
classrooms.
Using
qualitative
methods,
semi-structured
interviews
were
conducted
with
15
instructors;
data
was
then
analyzed
using
thematic
analysis.
Results
revealed
that
instructors
used
GenAI
create
material,
assess
students'
work,
personalized
learning
plans.
Instructors
struggled,
however,
accuracy
dialect
processing,
cultural
authenticity,
ensuring
accurate
assessment
methods.
The
analysis
raised
significant
gaps
teacher
training,
strategies,
institutional
guidelines.
found
it
challenging
evaluate
AI-generated
content
across
different
dialects
maintain
academic
integrity
student
assignments.
recommends
developing
instructor
specifically
on
tools
for
variations
creating
culturally
appropriate
materials.
Язык: Английский
Unveiling the impact of language assessment teacher education on EFL teachers’ assessment agency and professional development trajectory: perceptions, opportunities, and challenges
Language Testing in Asia,
Год журнала:
2024,
Номер
14(1)
Опубликована: Июнь 12, 2024
Abstract
In
global
trends
and
current
curricular
policy
reforms
in
second
language
(L2)
education,
there
is
a
great
emphasis
on
repositioning
of
teachers
as
assessors
teachers’
role
responsible
agents
assessment.
However,
various
factors
affect
the
agency
classroom.
This
study
explored
ways
English
Foreign
Language
(EFL)
perceived
impact
assessment
teacher
education
course
their
assessors.
Likewise,
it
scrutinized
challenges
opportunities
confronted
leveraging
acquired
knowledge
skills
to
enhance
contribute
overall
professional
development.
As
for
dataset,
this
phenomenological
targeted
50
EFL
teachers,
with
25
participants
completing
an
open-ended
questionnaire
other
composing
narratives.
The
research
findings,
using
MAXQDA
software
(v.
20)
content
thematic
analysis,
revealed
that
significant
positive
influence
courses
led
increased
confidence
competence
practices.
They
found
limited
institutional
support
resources
main
challenges.
they
claimed
would
arise
from
collaborative
networks
tailored
mentoring
effectively
apply
gained
findings
offer
valuable
implications
development
initiatives,
illuminating
potential
predicaments
expediters
enhancing
fostering
continuous
growth.
Язык: Английский
Adaptation of E-learning during the Pandemic Towards Face-to-Face Classroom Learning
International Journal of Social Service and Research,
Год журнала:
2024,
Номер
4(02), С. 619 - 628
Опубликована: Фев. 21, 2024
The
COVID-19
pandemic
has
prompted
a
significant
shift
in
the
Education
Dynamics
landscape,
necessitating
move
from
traditional
face-to-face
learning
to
distance
(e-learning).
In
aftermath,
this
research
focuses
on
dynamics
of
students
readjusting
learning.
study,
employing
both
quantitative
and
qualitative
analyses,
includes
field
study
with
56
Management
program
students.
Objectives
include
exploring
how
adapt
resuming
emphasizing
direct
interactions.
Preliminary
findings
reveal
positive
inclination
towards
learning,
though
challenges
like
long
commutes
financial
burdens
persist.
suggests
addressing
these
concerns
enhance
overall
educational
experience.
A
notable
trend
is
preference
for
hybrid
approach,
combining
online
sessions,
indicating
desire
increased
efficiency
an
enhanced
conclusion,
contributes
insights
institutions
optimize
post-pandemic
environment,
considering
experiences
faced
by
Язык: Английский
Towards a more equitable education: a lens into EFL teachers’ pedagogical barriers in online assessments
International Journal of Lifelong Education,
Год журнала:
2024,
Номер
unknown, С. 1 - 20
Опубликована: Дек. 6, 2024
Online
learning
and
assessment
have
become
a
major
concern
for
educators
in
the
field
of
education
due
to
many
challenges
they
present.
The
coronavirus
lockdown
has
profoundly
affected
instruction
evaluation
processes
English
as
Foreign
Language
(EFL)
learners.
Therefore,
this
study
aims
investigate
perspectives
EFL
teachers
on
pedagogical
barriers
online
assessments.
employed
mixed-methods
approach,
involving
28
participants
from
four
different
educational
settings.
During
qualitative
phase,
in-depth
discussions
were
conducted
using
Google
Meet
app,
allowing
explore
associated
with
results
analysis
identified
five
themes
under
central
category
fairness
equity:
feedback,
poor
internet
speed,
learners'
lack
digital
literacy,
cheating,
instruction.
A
ranking
scale
was
subsequently
used
assess
perceived
importance
these
categories.
findings
significant
implications
teachers,
policy
makers,
organisations.
It
provides
insights
that
can
inform
development
strategies
policies
address
By
recognising
addressing
challenges,
policymakers
enhance
quality
assessments,
ensuring
more
equitable
experience
students.
Язык: Английский
Excuse Me, Sir, Must The Class Be Online? Students On-Campus Putting Faculty On The Defense After The Pandemic: The Search For Justification And Preference
Опубликована: Май 20, 2024
This
study
examines
students'
reactions
to
lectures
being
online
instead
of
in
class;
and,
their
instructional
delivery
preferences
after
the
pandemic.
The
was
driven
by
queries
demanding
justifications
for
holding
while
they
are
on
campus.
Primary
and
secondary
data
were
collected.
primary
collected
during
a
two-session
faculty-students
informal
classroom
discussion.
Related
published
research
articles
from
2022-2024
searched
as
systematic
review.
Content
analysis
used
analyzing
two
sets
Three
patterns
emerged
indicating
preference
in-class
regarding
class
second
option
justified
absence
face-to-face
teaching.
Six
information
identified
data.
indicated
post-pandemic
literature-based
justification
hybrid
classes
most
recommended
compared
Cross-examination
related
literature
before,
during,
pandemic
shows
increasing
use
offline
technology
distance
on-campus
education
value
teaching
campus
remained
constant.
conclusion
considers
backbone
education;
conventional
technology-enhanced
heart
education.
As
such,
positive
effect
educational
practices
is
strengthening
rather
than
threatening
non-distance
programs.
Язык: Английский
Digital Transformation Paths in English Language Teaching from an Eco-Linguistic Perspective
Applied Mathematics and Nonlinear Sciences,
Год журнала:
2024,
Номер
9(1)
Опубликована: Янв. 1, 2024
Abstract
This
paper
follows
the
guiding
principles
of
eco-linguistics
for
English
teaching,
improves
encoder
question
generation
model,
uses
gated
self-attention
mechanism
to
refine
textual
information,
obtains
embedded
representations
articles,
fuses
them
with
answers,
and
constructs
a
new
automatic
model
teaching
exercises
as
way
assisting
in
digital
transformation
classroom.
After
controlled
test,
it
was
found
that
post-test
control
class
scored
71.954
points,
experimental
84.309
which
12.355
points
higher
than
class,
Sig.
The
two-tailed
test
resulted
coefficient
0.035,
less
0.05,
there
significant
difference
scores.
In
survey
interest
learning,
average
number
respondents
who
chose
“strongly
agree”
or
“agree”
89%,
8.5%
said
“uncertain”,
2.5%
“disagreed”.
Overall,
students
learning
has
improved
significantly.
They
not
only
pay
more
attention
but
also
have
practicing
after
class.
traditional
classroom
is
addressed
this
study
through
provision
ideas
methods.
Язык: Английский