Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

Current K–12 artificial intelligence (AI) literacy education emphasizes tool usage over fundamental concepts, yet AI literacy requires grasping how and why AI works – critical for an AI-driven society. This highlights the need for machine learning (ML) education for young learners. We designed and evaluated a six-to 8-h ML course for 752 senior primary students (average age 11.36) across seven Hong Kong primary schools. Pre- and post-test results showed significant improvement in ML understanding, with a Wilcoxon effect size of 0.55. Students comprehended supervised learning and reinforcement learning, including algorithms such as k-nearest neighbours and artificial neural networks, via...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Along with the increasing popularity of generative artificial intelligence (GenAI) technologies and the ongoing crisis of disinformation, the importance of digital literacies (DL) and preparing preservice English teachers to teach DL is well documented. Yet little research has explored DL in preservice language teacher education. This study addressed the gap by conceptualizing DL as both functional skills and social practices and developing an innovative GenAI-supported digital multimodal composing (DMC) approach to prepare preservice English teachers to teach DL. Multiple sources of data were collected in two language teacher education programs in Hong Kong with preservice English teachers from diverse backgrounds. A combination of thematic and multimodal analysis reveals positive responses and a range of benefits, challenges and...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Texto completo

The integration of artificial intelligence (AI) into language education is transforming pedagogical practices. This transformation is influenced by two distinct yet interconnected domains: the cognitive domain, encompassing AI literacy, and the affective domain, involving AI-induced emotions. However, the dynamic interplay between cognition and emotion in this context is a critical yet underexplored area of research. This study presents a systematic review, compliant with PRISMA guidelines, synthesizing findings from the Web of Science, Scopus, and ProQuest databases. The review delineates the specific characteristics of AI literacy and catalogues the range of emotions arising from AI use. To...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

As artificial intelligence (AI) becomes increasingly embedded in education, AI literacy has emerged as a critical competency for teachers across disciplines. However, existing research and assessment tools largely focus on STEM (science, technology, engineering and mathematics) fields, with limited attention given to AI literacy within language education. To address this gap, the present study aimed to develop and validate an AI literacy scale specifically designed for middle school English teachers in China. The scale is based on a four-dimensional framework comprising Awareness, Use, Evaluation, and Ethics. Using sequential design, item analysis and exploratory factor analysis were conducted with a sample of 700 teachers, followed by confirmatory factor analysis with an independent sample of 823 teachers, resulting in a final...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Focusing on two Chinese female university students from contrasting social class positions, Chen and Natalia, this article explores how engaging with generative artificial intelligence (AI) tools built on large language models constitutes social practice that can reproduce inequalities in language learning. Drawing on Darvin and Norton’s model of investment, we examine how these learners invest in AI literacy practices (as a specific type of digital literacies) shaped by differing dispositions toward technology and unequal access to material and symbolic resources. Data were collected through interviews, questionnaires, and digital artifacts, and analyzed using NVivo 12 following an inductive, case-based approach. Findings reveal that Chen, a middle-class student with extensive access to cultural, material, and social capital, was...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Texto completo

Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI and associated capabilities. This article reports selected findings from a large mixed-method study which explored uses of generative AI within one Australian government-funded adult education program. The study included a survey and focus groups,...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

The rapid development of artificial intelligence (AI) technology and the resulting array of ever-powerful consumer-facing generative AI (GenAI) applications have simultaneously wowed, stunned, scared and energized language teachers and researchers over the past few years. Understandably so, since these new technologies challenge foundational assumptions in our field: When writing can be largely automated, beautiful multimodal content generated from a few prompts, and when we can appear in videos speaking fluently in a language that we do not know, what becomes of the role of language teachers/teaching? This article engages these questions by critically examining four core areas of second language (L2) education: the language curriculum, the relationship between technology and language learning, the language learner and the ideological...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Artificial intelligence (AI) has taken the educational field by storm, offering unique affordances for addressing diverse learners’ needs, including those of English language learners (ELLs). Harnessing the pedagogical value of AI, however, largely depends on teachers’ preparedness to integrate the new technology effectively into teaching. Pedagogical integration of AI is especially important for pre-service teachers (PSTs), who often struggle to gain enough technological fluency for teaching ELLs due to limited teaching experience and minimal exposure to field-specific technology experimentation. Given AI’s potential to support differentiated instruction, it is vital for PSTs to learn to use the technology effectively to teach ELLs. Grounded in the technological pedagogical content knowledge framework, this mixed-methods study...

Ver ficha completa

Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Texto completo

The rapid evolution of generative artificial intelligence (GenAI) has transformed language education, presenting opportunities to enhance efficiency, personalisation and learner engagement. The technologies have also disrupted educators’ conventional roles, necessitating the acquisition of artificial intelligence (AI)-informed digital literacy competencies. This conceptual article explores the integration of GenAI technologies in language education through the lenses of technological pedagogical and content knowledge and substitution augmentation, modification and redefinition frameworks. By examining AI’s affordances and limitations, the article highlights the irreplaceability of the human role...

Ver ficha completa