Integrating Artificial Intelligence Into English Language Teaching: A Systematic Review
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
TPCK Investigation of Javanese Language Learning in Indonesian Elementary Schools: Application of Technology and a Pedagogical Approach
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS,
Год журнала:
2024,
Номер
07(01)
Опубликована: Янв. 23, 2024
This
research
was
conducted
to
explore
the
application
of
pedagogical
content
technology
(TPCK)
knowledge
and
appropriate
strategies
used.
aims
investigate
incorporation
Javanese
teaching
in
academic
settings
further.
The
quantitative
methodology
covers
educators
students
elementary
schools
throughout
East
Java.
Data
were
collected
through
Google
Forms
evaluated
on
use
educational
techniques
acquiring
Javanese.
also
highlights
beneficial
influence
language
teaching.
has
identified
several
effective
methods
incorporate
into
education,
such
as
development
tailor-made
applications
software
facilitate
learning,
digital
resources
video,
audio,
images
related
culture,
implementation
collaborative
lessons
online
platforms.
However,
this
study
reveals
obstacles
implementing
TPCK
including
limited
technological
devices,
low-quality
internet
connections,
insufficient
guidance
support
for
teachers
development,
excess
curriculum
that
hinders
potential
improve
learning.
education
contributed
significantly
research.
It
is
essential
design
more
materials
they
integrate
their
Furthermore,
results
can
be
used
develop
better
systems
policies
Java
region
communities
outside
region.
Язык: Английский
THE USE OF TECHNOLOGY IN ENGLISH CLASSESS AT SMA NEGERI 1 GIANYAR: STUDENTS’ AND TEACHER’ PERCEPTION
Esteem Journal of English Education Study Programme,
Год журнала:
2024,
Номер
7(2), С. 372 - 386
Опубликована: Июнь 9, 2024
The
purpose
of
the
study
was
to
find
out
how
instructors
and
students
felt
about
using
technology
in
English
classes.
A
mixed
method
sequential
exploratory
design
used
investigation.
subjects
were
228
tenth
grade
at
SMA
Negeri
1
Gianyar
one
teacher.
interview
guide
questionnaire
gather
respondents'
perceptions
order
meet
research
goal.
combination
quantitative
qualitative
analysis
analyze
data.
results
showed
that:
(1)
teachers
saw
use
language
instruction
favorably
because
it
had
a
number
positive
effects;
(2)
believed
that
learning
process
could
improve
their
knowledge
proficiency
language.
It
incorporating
into
has
several
effects
on
EFL
as
well
teachers.
Язык: Английский
Professores e cultura digital: expectativas e vivências em formações continuadas
Educação & Formação,
Год журнала:
2024,
Номер
9, С. e13469 - e13469
Опубликована: Ноя. 21, 2024
Este
artigo
analisa
as
expectativas
e
vivências
de
professores
em
relação
à
formação
continuada
com
enfoque
na
promoção
da
cultura
digital.
Seu
objetivo
é
analisar
percepções
um
grupo
a
uma
foco
competências
digitais
integração
tecnologias
suas
práticas
pedagógicas.
Trata-se
pesquisa
qualitativa
descritiva,
que
utilizou
questionários
online
para
coleta
dados.
A
contou
65
Educação
Básica,
atuantes
diferentes
regiões
do
Brasil,
predominantemente
nos
Anos
Finais
Ensino
Fundamental.
As
respostas
foram
analisadas
pela
metodologia
Tematização
categorizadas
quatro
temas
principais:
aprimoramento
conhecimentos
habilidades,
tecnologia
nas
pedagógicas,
troca
experiências
colaboração,
inovação
melhoria
das
metodologias.
Os
resultados
indicam
os
buscam
desenvolver
tecnológicas,
adaptar
colaborar
colegas
inovar
Conclui-se
deve
ser
abrangente
dinâmica,
contemplando
reflexão
crítica,
teoria-prática,
colaboração
inovação,
qualificando
promover
digital
sua
prática.