Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The advancements in Generative Artificial Intelligence (GenAI) can provide opportunities for enriching educational experiences, but at the same time raise concerns regarding academic integrity. Many educators have expressed anxiety and hesitation when it comes to integrating GenAI in their teaching practices. Thus, recommendations and guidance from institutions are needed to support instructors in this new and emerging GenAI era. In response to this need, this study explores different U.S. universities' academic policies and guidelines regarding the use of GenAI tools (e.g., ChatGPT) for teaching and learning, and from there, gains understanding of how these universities respond and adapt...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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Large language models (LLMs) are increasingly used in language learning and assessment, yet their English proficiency is seldom reported against interpretable proficiency standards. We introduce the China’s Standards of English Language Ability (CSE) framework to assess the proficiency levels and subskills of LLMs. The test is referred to as the CSEBench and comprises 624 expert-annotated multiple-choice items across CSE Levels 2–7. Each item is accompanied by metadata, including difficulty level and subskill labels covering vocabulary, syntax, phonology, and cohesion/discourse. Critically, the dataset includes test responses from 2,050 middle school and and sophomore college students who...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Teachers and scholars argue that willingness to communicate is crucial to language learning, but many language learners are reluctant to engage in such communication, in or out of class. In addition, much of the existing research on willingness to communicate is based on English language learners, but there are meaningful motivational and structural differences in English learning versus learning languages other than English. The purpose of the present study was to examine the impact of classroom social climate, language mindset, and academic emotions (i.e. anxiety, boredom, enjoyment, and pride) on second language willingness to communicate (L2WTC) in and out of class among 547 undergraduate students learning languages other than English in the United States. Analysis using structural equation modeling indicated that the emotions of...

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