Effects of an AI Chatbot Mobile Application on Foreign Language Anxiety among Chinese EFL Undergraduates DOI Creative Commons

MA Ming-yan,

Nooreen Noordin, Abu Bakar Razali

и другие.

International Journal of Academic Research in Progressive Education and Development, Год журнала: 2024, Номер 13(4)

Опубликована: Дек. 29, 2024

Foreign language anxiety (FLA) is a major challenge in learning, often unrelieved by traditional classroom approaches, especially exam-oriented settings like China. Speaking foreign particularly anxiety-inducing due to the need for spontaneous verbal communication and exposure immediate judgment. AI chatbots offer low-stress, supportive spaces speaking practice, but limited research exists on their effects FLA, This study addressed this gap through quasi-experimental design with 30 participants, divided into an experimental group using chatbot Doubao control engaging student-to-student chat. FLA was measured at pretest, midtest, posttest. Results showed significant reduction effect persisting These findings demonstrate that can reduce consistent, personalized interactions, offering valuable insights integrating EFL education. Teachers use create low-stress environments, curriculum developers policymakers integrate tools programs, future focus optimizing features address diverse learner needs.

Язык: Английский

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
The Dual Role of AI: A Capable Assistant in Collaboration and a Scapegoat in Competition DOI
Q H Li, Chenghao Wang, Zixun Wang

и другие.

International Journal of Human-Computer Interaction, Год журнала: 2025, Номер unknown, С. 1 - 13

Опубликована: Фев. 18, 2025

Язык: Английский

Процитировано

0
Exploring the impact of generative artificial intelligence on students’ learning outcomes: a meta-analysis DOI
Yinkun Zhu, Qiwen Liu, Li Zhao

и другие.

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Фев. 26, 2025

Язык: Английский

Процитировано

0
Design language learning with artificial intelligence (AI) chatbots based on activity theory from a systematic review DOI Creative Commons
Yan Li,

Xinyan Zhou,

Hongbiao Yin

и другие.

Smart Learning Environments, Год журнала: 2025, Номер 12(1)

Опубликована: Март 10, 2025

Abstract Artificial Intelligence (AI) chatbots, with their ability to engage in conversations that resemble human interactions, have been increasingly applied language teaching. Most recent review studies overlook student learning outcomes and the methods achieve these chatbot-supported learning. Activity Theory (AT) offers a framework of elements functions inside an activity system accomplish desired objectives. This systematic study intends specify setting explain how various factors such as rules, tools, division labor work together enhance this environment. included 37 papers published from January 2014 2025. The findings provide two empirical contributions: four types use AT-based approaches outcomes. Additionally, practical suggestions are made: creating instructional design models for teacher-AI collaboration chatbot-assisted developing professional AI chatbots education. Furthermore, five research directions proposed: chatbot agentic outcomes, out-of-school context, human-chatbot collaborations, K-12 education setting. indicate AT assist students leaning effectively chatbots.

Язык: Английский

Процитировано

0
Personalizing AI tools for second language speaking: the role of gender and autistic traits DOI Creative Commons
Yiran Du, Chenghao Wang, Bin Zou

и другие.

Frontiers in Psychiatry, Год журнала: 2025, Номер 15

Опубликована: Янв. 27, 2025

Introduction It is important to consider individual differences in research on educational technology. This study investigates the interplay between autistic traits, gender, and perception of artificial intelligence (AI) tools designed for second language (L2) speaking practice, contributing a deeper understanding inclusive Methods A sample 111 university students completed Broad Autism Phenotype Questionnaire (BAPQ) measure traits (AU) their sub-traits Aloof (AF), Rigid (RD), Pragmatic Language (PL). Perceptions AI were assessed across five dimensions: Perceived Usefulness (PU), Ease Use (PEOU), Attitude (AT), Behavioral Intention (BI), Usage Behavior (UB). The utilized correlation regression analyses examine relationships these variables, while exploring gender-specific moderating effects. Results Key findings revealed no significant gender or overall perceptions tools. Contrary expectations, negatively correlated with tools, suggesting that current designs may not adequately support individuals pronounced traits. Additionally, moderated some relationships, males displaying stronger associations both PEOU UB. Discussion bridges critical gaps by linking neurodiversity technology acceptance, advancing field’s AI-based learning. underscores importance designing personalized adaptive address diverse learner needs, promoting inclusivity effectiveness L2 practice.

Язык: Английский

Процитировано

0
Software Review DOI Creative Commons
Chenghao Wang,

Xueyun Li

International Journal of Computer-Assisted Language Learning and Teaching, Год журнала: 2025, Номер 15(1), С. 1 - 11

Опубликована: Фев. 1, 2025

D-ID Creative Reality Studio (D-ID) is a platform for creating Artificial Intelligence (AI) presenter (digital human) videos, translating and designing conversational agents. seamlessly integrates deep-learning face animation technology, large language models (LLMs), natural processing (NLP), speech synthesis recognition (SSR), offering new possibilities immersive teaching learning. As highlighted in the slogan, “Amaze your audience with art” (D-ID, 2024), both learners teachers can utilise to create personalised multimodal digital learning resources. Aligning interaction hypothesis (Long, 1996), agent serve as partner, accurate linguistic input facilitating practice anytime anywhere. Additionally, incorporation of human consistent Cognitive Theory Multimedia Learning (Mayer & Moreno, 2003), which asserts that dual-channel input—integrating visual auditory modalities—enhances memory retention overall effectiveness. This software review centres on web-based version provides detailed analysis main features contribute second acquisition.

Язык: Английский

Процитировано

0
Revisiting Integrated Model of Technology Acceptance Among the Generative AI‐Powered Foreign Language Speaking Practice: Through the Lens of Positive Psychology and Intrinsic Motivation DOI Open Access
Chenghao Wang,

Xueyun Li,

Bin Zou

и другие.

European Journal of Education, Год журнала: 2025, Номер 60(1)

Опубликована: Фев. 21, 2025

ABSTRACT Research on the factors influencing acceptance of GenAI in language learning has expanded widely; however, few studies have focused role emotions. To enhance effectiveness GenAI‐powered English‐speaking instruction and experience, this study expands Integrated Model Technology Acceptance (IMTA) by investigating various emotions willingness to communicate different contexts as intrinsic motivators for conversational chatbots. Using a questionnaire ( n = 368) pre‐ post‐tests, found that EFL learners with higher communicative confidence greater foreign boredom tend perceive chatbots less useful developing speaking skills. While successfully aided them improving their skills through both theme‐based free dialogues, who are more willing engage face‐to‐face interactions peers teachers may not find productive or engaging human counterparts. The results suggest should be aware limitations students' individual differences, integrating into classrooms way aligns student's proficiency preferences create harmonious efficient GenAI‐supported environment. This also underscores importance teachers' AI competence era.

Язык: Английский

Процитировано

0
Türkçe Eğitiminde Yapay Zekâ Kullanımı: Türkçe Eğitimcileri Yapay Zekâ Hakkında Ne Düşünüyor? DOI Creative Commons
Efecan KARAGÖL, Dilek Yıldırım

Ana Dili Eğitimi Dergisi, Год журнала: 2025, Номер 13(2), С. 336 - 354

Опубликована: Янв. 31, 2025

Bu araştırmada Türkçe öğretimi alanında görev yapan akademisyen ve öğretmenlerin yapay zekâ (YZ) kullanımına ilişkin görüşleri ele alınmıştır. On ile yedi öğretmeninden veri toplanarak yapılan nitel bir yaklaşım benimsenmiş verilerin analizinde içerik analizi tekniği kullanılmıştır. Araştırmanın bulguları eğitiminde YZ kullanımının hem olanaklar de sınırlamalar taşıdığını açıkça ortaya koymaktadır. Katılımcılar, YZ’nin dil becerilerinin gelişimine özellikle yazma konuşma öğrenme alanlarında katkı sağladığını vurgulamış bu teknolojinin öğrencilerin bireysel deneyimlerini zenginleştirebileceğini belirtmişlerdir. Bununla birlikte kolaycılığa yol açabileceği etik sorunlar yaratabileceği konusunda ciddi endişeler dile getirilmiştir. Araştırmada üretimi ders materyali hazırlığı süreçlerinde iş yükünü azaltmada büyük fayda sağladığı ancak motivasyon eksiklikleri nedeniyle teknolojiden tam anlamıyla yararlanamadığı çıkmıştır. eğitimine entegrasyonunun daha verimli olması için akademisyenlerin birliğine dayalı farkındalık artırıcı eğitim programlarına ihtiyaç duyulduğu sonucuna varılmıştır.

Процитировано

0
D‐ID Studio: Empowering Language Teaching With AI Avatars DOI Open Access
Chenghao Wang, Bin Zou

TESOL Journal, Год журнала: 2025, Номер 16(2)

Опубликована: Март 24, 2025

ABSTRACT Avatars play a significant role in Artificial Intelligence (AI)‐powered education, supported by various human‐computer interactions and second language acquisition theories. AI avatars have become increasingly anthropomorphic realistic with advancements speech synthesis, speech‐driven lip‐syncing, speech‐to‐facial animation. D‐ID Studio (D‐ID), versatile platform for creating avatar videos Generative (GenAI) agents, leverages large models (LLMs) to provide enriched educational resources speaking practice materials learning. Through its multilingual, multi‐accent, customizable settings, it promotes personalized learning experiences. This media review aims explore discuss D‐ID's key features potential applications education.

Язык: Английский

Процитировано

0
What Deserve Studying the Most? A Q‐Methodology Approach to Explore Stakeholders' Perspectives on Research Priorities in GenAI‐Supported Second Language Education DOI
Ran Zhi, Ziwen Pan

European Journal of Education, Год журнала: 2024, Номер unknown

Опубликована: Дек. 27, 2024

ABSTRACT Recently, there has been a significant increase in research on Generative Artificial Intelligence (GenAI) the domain of second language (L2) education. Given limited resources, it is essential for GenAI to focus key areas. However, still uncertainty about which topics should be prioritised. Research priorities are often shaped by individual researchers' personal interests, can skew many studies. Additionally, stakeholder perspectives these vary widely. Therefore, this study employs Q methodology reveal consensus among different groups. To end, total 19 participants, including six researchers, teachers and seven students, engaged Q‐sort exercise involving 34 statements. Through KADE software, subsequent Centroid Factor Analysis varimax rotation were used extract patterns. The analysis revealed three common across groups: psychological factors multiple scenarios measurement improvement L2 competence. These findings provide valuable insights that inform refine agendas education, optimising allocation resources.

Язык: Английский

Процитировано

2