Springer briefs in education, Год журнала: 2024, Номер unknown, С. 55 - 66
Опубликована: Янв. 1, 2024
Язык: Английский
Studies In Educational Evaluation, Год журнала: 2024, Номер 83, С. 101395 - 101395
Опубликована: Авг. 29, 2024
Язык: Английский
Процитировано
15
Computers and Education Artificial Intelligence, Год журнала: 2025, Номер unknown, С. 100373 - 100373
Опубликована: Янв. 1, 2025
Язык: Английский
Процитировано
3
ELT Journal, Год журнала: 2025, Номер unknown
Опубликована: Янв. 26, 2025
Abstract Despite abundant research on the pedagogical benefits of generative AI (GenAI) in ELT, teachers’ agentive use GenAI an instructional context has not been fully explored. How pre-service teachers utilize teacher-training courses also remains unclear. Thus, grounded framework teacher agency and professional development, this study explored English perceptions engaging a GenAI-enhanced lesson design project. Thematic analysis interviews reflection papers from eighteen who participated with diverse tools revealed their two aspects: (1) role teacher–GenAI collaboration; (2) responsible to address its constraints. The findings highlight importance leveraging for ELT. Pedagogical implications training literacy are discussed.
Язык: Английский
Процитировано
2
Computers and Education Artificial Intelligence, Год журнала: 2024, Номер 7, С. 100275 - 100275
Опубликована: Авг. 7, 2024
This study investigates the transformative potential of Generative Artificial Intelligence (GenAI), particularly ChatGPT, in addressing educational challenges faced by Iranian English language teachers (N = 23). Drawing on qualitative data from focus group sessions, semi-structured interviews, and reflective essays, reveals five key themes: accessible learning materials, personalized experiences, ideological influences, overcoming technological barriers, combating isolation global trends. The findings highlight GenAI's capacity to provide diverse up-to-date materials tailored individual learners' needs, address biases, facilitate cross-cultural communication. Moreover, GenAI offers professional development opportunities for teachers, bridging digital divide empowering with levels literacy. By integrating into instruction, can overcome longstanding challenges, foster critical thinking, promote intellectual freedom open-mindedness among students. demonstrates inclusive education providing experiences that accommodate cultural backgrounds needs.
Язык: Английский
Процитировано
9
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.
Язык: Английский
Процитировано
8
Computers & Education, Год журнала: 2024, Номер unknown, С. 105224 - 105224
Опубликована: Дек. 1, 2024
Язык: Английский
Процитировано
6
Australian Review of Applied Linguistics, Год журнала: 2025, Номер unknown
Опубликована: Янв. 7, 2025
Abstract Generative Artificial Intelligence (GenAI) has been offering unprecedented opportunities for language education. However, its capacity to embrace linguistic diversity, particularly learners of dialect-rich languages like Vietnamese and Mandarin, remains underexamined. Without careful consideration, GenAI risks reinforcing hegemonies, thereby contributing the recolonization learning landscapes by marginalizing minority dialects in favour preferred standards. Adopting sociolinguistics interview, this study explores GenAI’s (namely ChatGPT’s) ability recognize generate dialect-specific content discussing several pre-determined questions both (i.e., Northern, Southern, Central) Mandarin varieties Mainland Standard Taiwanese Singaporean Mandarin). A multi-stage role prompt, focusing on topic food, was used responses. Our reveals major inconsistencies representation Chinese within AI-generated output, raising critical about generative AI’s perpetuating hierarchies. We conclude emphasizing need tailored approaches that leverage capabilities not only accommodate but also celebrate rich tapestry global languages, ensuring equitable access education all learners.
Язык: Английский
Процитировано
0
Frontiers in Education, Год журнала: 2025, Номер 10
Опубликована: Фев. 6, 2025
Introduction Although generative artificial intelligence (AI) is ubiquitous, there little research on how it supports self-efficacy (learners’ belief that they can perform at a particular level specific task). The purpose of these studies was to investigate development in AI-based language learning experience. Methods In two studies, learners ( N = 385) French/Spanish used features offering conversation practice and on-demand explanations mobile app (Duolingo) for 1 month. Before after using the features, reported their other perceptions. Results Study 1, who had already felt significantly more prepared use real-life situations month, as did 2 first time. Learners also share opinions navigate city, higher speaking understanding grammar mistakes. Across majority agreed effectively supported learning, outside app. Discussion These results provide evidence enhanced AI, building findings from classroom interventions.
Язык: Английский
Процитировано
0
International Journal for Educational Integrity, Год журнала: 2025, Номер 21(1)
Опубликована: Фев. 16, 2025
Язык: Английский
Процитировано
0
RELC Journal, Год журнала: 2025, Номер unknown
Опубликована: Фев. 16, 2025
Since the emergence of ChatGPT, a type large language model (LLM), there has been interest in how these tools can support teachers’ professional practices and assist them with tasks, e.g., lesson planning. The current study explored pre-service teachers interacted LLMs to improving plans, knowledge skills involved task-specific prompting practices. Data was collected from 25 enrolled Master Education English Language Teaching program at Hong Kong university. Analysis performed on their submitted assignments, which included revised plan, typed pedagogical rationale for modifications, logs interactions reflections use LLMs. findings revealed three-stage decision-making process among when interacting AI improve plans. These were task identification, iterative prompting, implementation. Our also suggested that engage effectively they need content knowledge, skills. This implications teacher development enhancing prompt effective accomplishing tasks.
Язык: Английский
Процитировано
0