Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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This study applied Self Determination Study to understand 25 undergraduate students' motivation to learn the English language via chatbot. The data collected from interviews were categorized based on three psychological needs of learners: autonomy, competence and relatedness. The interview data were categorized based on the thematic analysis suggested by Braun and Clarke. The findings revealed that chatbots support competence, autonomy, and relatedness. However, the findings also revealed that chatbots lack an emotional environment and give inaccurate English language learning information. To address these problems, students suggested that chatbots should be used solely for assessment...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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Despite the advancement of Chatbot technology, little is known about its affordances for language learning, especially in the context of Malaysian higher education institutions. Adapting the Push-Pull Mooring-Habit (PPMH) theoretical framework, this mixed-methods study examined Malaysian university students' experience in using Chatbots for English language learning, focusing on four main aspects; Performance Expectancy, Effort Expectancy, Social Isolation and Covid-19 Fear. A total of 360 undergraduate students from three public universities in Malaysia completed the questionnaire after being engaged with chatbots for three months. Twenty of them were also interviewed for an in-depth...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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The purpose of this study was to investigate the determinants of higher education students' motivation towards continuous usage of ChatGPT for English language learning, based on a modified Self-Determination Theory (SDT). A quantitative approach hinged on a cross-sectional survey design was adopted, and an online questionnaire used to collect data from 324 students studying English as Foreign Language (EFL) and English as a Second Language (ESL). The data were analyzed using a Partial Least Squares-Structural Equation Modelling (PLS-SEM) technique. This study established that initial ChatGPT usage determined students' perceived autonomy, competence, relatedness and challenges in ChatGPT...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This qualitative case study investigates the impact of multimodal feedback on the narrative writing development of undergraduate ESL students in an online learning context. Narrative writing requires the integration of linguistic accuracy, rhetorical organization, and emotional expression, areas where ESL learners often face significant challenges. Traditional written feedback, while useful, can lack the clarity, engagement, and personalization needed to support complex revisions. This study involved eight ESL undergraduates who completed three narrative writing tasks over a 14-week period, producing 48 essays in total. Each task included initial and revised drafts informed by multimodal feedback delivered via written comments, video conferencing sessions, and screencast recordings. Data were analyzed using qualitative content...

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