Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas IA y aprendizaje estudio empírico

Resumen:

Artificial intelligence-mediated informal digital learning of English (AI-IDLE) is emerging as a promising field in computer-assisted language learning (CALL). This study asserts a need to adopt a skill-specific (e.g., writing) perspective to examine the unique challenges and psychological mechanisms associated with second language (L2) writing. Drawing upon the theoretical concepts of L2 writing future selves (i.e., the ideal L2 writing self and the ought-to L2 writing self) and L2 writing enjoyment, this study seeks to investigate the motivational and affective basis of AI-IDLE writing (AI-IDLE-W). We collected questionnaire data from 412 Chinese university students and conducted postsurvey interviews with 12 of them. The quantitative findings demonstrated that both the ideal L2 writing self and the ought-to L2 writing self can...

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Tipo: artículo

Metodología: estudio empírico

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IA y enseñanza-aprendizaje de lenguas IA y aprendizaje estudio empírico

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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,...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y creación de materiales IA y enseñanza-aprendizaje de lenguas prompts

Resumen:

Generative artificial intelligence (AI) tools have shown great potential for assisting teachers in their teaching routines. However, there is an urgent need for more empirical research to investigate the implementation and effectiveness of these tools. This study aimed to explore how teachers in an English as a foreign language (EFL) context perceived and used a generative AI-based tool, ChatPDF, to develop materials for reading lessons. Data were collected from three EFL teachers’ dialogues with ChatPDF, artefacts (including original and finalized materials), and individual semi-structured interviews. Content analysis was used to analyse the dialogues with ChatPDF through the lens of pedagogical content knowledge. The interviews were analysed thematically, and the artefacts were used for triangulation. The findings show that the...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas IA y creación de materiales

Resumen:

This qualitative case study explores how English as a foreign language (EFL) student teachers engaged with generative artificial intelligence (GAI) in the collaborative design of digital stories within an advanced undergraduate course in 2024. During the semester, participants critically evaluated and applied various AI applications, such as text-to-image generators, automated video editors and speech synthesis tools, to support different stages of multimodal story production, including script drafting, visual design, audio narration and video editing. Drawing on a corpus of 69 reflective papers (approximately 75,000 words), the study examines how student teachers integrated visual, auditory and textual elements to achieve multimodal cohesion and narrative coherence. The analysis focuses on participants’ practices and strategies for...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas estudio empírico

Resumen:

With a pretest/posttest/delayed posttest design, this quasi-experimental study compares the effectiveness of corpus use versus generative AI (GenAI) use in helping undergraduate students learn multiword constructions (MWCs) in written academic English and examines the moderating effects of learners’ learning styles. Six intact writing classes with a total of 210 students were assigned to one of three instructional groups with each group including two intact classes: Experimental Group 1 (using data-driven learning [DDL] only), Experimental Group 2 (employing GenAI-assisted learning combined with corpus analysis of teacher-generated concordance lines), and Control Group. MWC learning was measured by a MWC production test and a writing test that assessed both the overall writing quality and the frequency and number of types of MWCs used...

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Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y enseñanza-aprendizaje de lenguas conceptos básicos

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...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas estudio empírico

Resumen:

Recently, a surge of scholarly attention has been paid to the impacts of Artificial Intelligence (AI) tools on second/foreign language (L2) education. Nonetheless, there is a lack of evidence on the role of AI-assisted robots or robot-assisted language learning (RALL) in English as a foreign language (EFL) students’ psycho-emotional factors and academic behaviors. To address this gap, drawing on the technology acceptance model (TAM), the present study probed into the impact of robot-assisted L2 education on Chinese EFL students’ classroom engagement and willingness to attend classes (WTAC). Two questionnaires were filled out by a sample of 155 students at the start and end of a four-month period of intervention. The participants were randomly assigned to a control group (n = 80) and an experimental group (n = 75). Robot-assisted...

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Tipo: artículo

Metodología: estudio empírico

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IA y enseñanza-aprendizaje de lenguas chatbots estudio empírico

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Chatbots and other conversational agents based on speech recognition and processing technologies have been gaining ground in the field of language education. Although previous research has shown that automatic recognition of second language (L2) speech is difficult, little attention has been paid to how L2 teachers and learners interact with such technology when used as an interactional participant in classroom settings. Addressing this gap, this article provides a qualitative analysis of interactional practices of unplanned and situated pronunciation instruction as a teacher and 10- to 13-year-old young learners of L2 English complete robot-assisted language learning (RALL) activities in a...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas IA y evaluación estudio empírico

Resumen:

The lack of individualized feedback may lead foreign language educators to think about giving feedback using a variety of artificial intelligence powered (AI-powered) tools, increasing access to automated assessment systems. Furthermore, metacognitive scaffolding guides students in planning, reflecting, monitoring, and assessing their language progress which can be adaptive through AI-driven tools like grammarly and write & improve that alter feedback. The purpose of this study is to investigate how AI-enhanced adaptive scaffolding delivered through automated feedback prompts and reflective questions can improve English as a foreign language (EFL) learners’ writing performance and self-regulatory engagement. Along with a self-report questionnaire, the study used a quantitative approach with experimental design. The study sample...

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas chatbots estudio empírico

Resumen:

Considering the contribution of intelligent personal assistant (IPA) platforms to English as a foreign language (EFL) speaking courses and the insufficiency of research in this regard, the current study applied a sequential explanatory mixed-methods approach to explore the impact of Google Assistant, an IPA platform, on EFL learners’ International English Language Testing System (IELTS) speaking test marks and their fluency, comprehensibility, and accentedness. Two intact classes at a language institute were chosen and randomly assigned to an IPA class with 20 EFL learners and a non-IPA class with 23 EFL learners. The IPA learners interactively and individually communicated with Google Assistant by giving commands/requests/questions, and the non-IPA learners communicated the same commands/requests/questions with their peers...

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