Mingyue Michelle Gu

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence (AI) has provided numerous learning benefits due to and beyond its personalization capabilities. AI significantly alters the interaction dynamics among students, teachers, and technology, necessitating the collaborative integration of AI in education instead of mere mechanical use. This study investigates pre-service teachers' perceptions and capabilities within the framework of social cognitive theory, focusing on their attitudes, intentions, self-efficacy, and AI literacy for effective AI integration. We discuss how these perceptions and capabilities help pre-service teachers prepare for the changing identities of being a teacher in AI-integrated education....

Investigating the tripartite interaction among teachers, students, and generative AI in EFL education: A mixed-methods study

Lihang Guan, John Chi-Kin Lee, Yue Zhang (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study explores the holistic integration of artificial intelligence (AI) in English as a Foreign Language (EFL) education, addressing significant gaps in empirical research on AI and EFL. Drawing on existing literature on the ecological views of AI in education, the study conceptualizes holistic integration as a balanced interaction among teachers, students, and AI technologies, enhancing rather than replacing traditional human interactions in pedagogy through mediating teacher-student interactions. The research utilized a mixed-method approach to investigate AI's impact on EFL students' proficiency and perceptions in teacher-led classrooms. 66 Participants from an eastern Chinese city...

Preparing pre-service teachers for responsible generative AI use: Curriculum implications for ethics, privacy, and AI literacy

Lucas Kohnke, Di Zou, Chun Lai (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigated what pre-service teachers should learn about generative artificial intelligence (GenAI) by backtracking from anticipated classroom dilemmas to teacher-education design needs. Through qualitative interviews with 17 pre-service teachers at a Hong Kong university, the research explored perspectives on integrating AI into education, focusing on ethical concerns and pedagogical strategies. Grounded in the interpretivist paradigm, it revealed concerns about academic integrity, privacy and the challenge of maintaining essential human skills in a GenAI-driven educational environment. Although pre-service teachers recognised GenAI's potential to enhance teaching and learning...

AI in informal digital English learning: A meta-analysis of its effectiveness on proficiency, motivation, and self-regulation

Lihang Guan, Shaofeng Li, Mingyue Michelle Gu (2024)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

This meta-analysis examines the efficacy of generative artificial intelligence (GenAI) in second language acquisition within self-directed, out-of-classroom informal contexts. A total of 15 studies meeting the inclusion criteria were identified that examined the impact of GenAI on second-language proficiency, motivation, and self-regulation. GenAI was shown to have significant effects on English proficiency and self-regulation, demonstrating its versatility in enhancing language learning outcomes. However, GenAI failed to show significant effects on learning motivation, and based on this finding we highlight the need to develop measures of motivation that are suitable for GenAI in education...