AI and English language teaching: Affordances and challenges

IF 6.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH British Journal of Educational Technology Pub Date : 2024-03-30 DOI:10.1111/bjet.13460

Helen Crompton, Adam Edmett, Neenaz Ichaporia, Diane Burke

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Abstract

English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. However, English learners face many challenges in gaining English language skills. Extant studies show that AI has affordances to support in English language teaching and learning ELT/L. This study answers the call to examine specific challenges and affordances for using AI in ELT/L. A systematic review method was used with PRISMA principles to identify 42 studies. Findings reveal the geographical locations of studies, learner ages and years of study. Grounded coding was then used to identify affordances of the use of AI in ELT/L in the areas of speaking, writing, reading, pedagogy and self-regulation. AI in ELT/L challenges uncovered were technology breakdowns, limited capabilities, fear and standardising language. Policymakers, funders, practitioners and educational leaders can use the information provided in this study to gain a holistic understanding of the current trend in the use of AI in ELT/L, and practical implications are provided to guide future use of AI.

Practitioner notes

What is already known about this topic

English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity.
Empirical evidence shows that pupils can often face difficulties when learning English, with challenges such as irregularity in English spelling.
AI has supported language teaching and learning with studies showing that AI can support language-specific skills.

What this paper adds

Provides the scholarly community with a unique systematic review in the use of AI in ELT/L across learner levels.
Identifies affordances of AI in ELT/L in speaking, writing, reading, pedagogy and self-regulation.
Identifies challenges of AI in ELT/L in technology breakdowns, limited capabilities, fear and standardising language.
Provides researchers with a review of the field with identification of gaps and future research opportunities.

Implications for practice and/or policy

Provides practical implications from the findings for educators, policy makers and program designers.
Highlights the gaps in academic knowledge as a lack in the use of AI for assessment in ELT/L.

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人工智能与英语教学：优势与挑战

英语是就业、市场、旅游、对话和国际联系中最常用的语言之一。然而，英语学习者在获得英语语言技能方面面临许多挑战。现有研究表明，人工智能可以为英语教学提供支持。本研究响应了研究在英语语言教学中使用人工智能的具体挑战和能力的号召。本研究采用 PRISMA 原则进行了系统回顾，确定了 42 项研究。研究结果显示了研究的地理位置、学习者年龄和学习年限。然后采用基础编码法确定了在英语语言教学中使用人工智能在口语、写作、阅读、教学法和自我调节等方面的优势。人工智能在英语语言教学中面临的挑战包括技术故障、能力有限、恐惧和语言标准化。政策制定者、资助者、从业者和教育领导者可以利用本研究提供的信息，全面了解当前人工智能在英语语言教学中的应用趋势，并为指导未来人工智能的应用提供实际意义。本论文的贡献为学术界提供了一份独特的系统性综述，综述了人工智能在英语语言教学中的应用，涉及学习者的各个层次；指出了人工智能在英语语言教学中的优势，包括口语、写作、阅读、教学法和自我调节；指出了人工智能在英语语言教学中的挑战，包括技术故障、能力有限、恐惧和语言标准化。对实践和/或政策的启示为教育工作者、政策制定者和项目设计者提供研究结果的实际启示。强调在英语语言教学中使用人工智能进行评估的学术知识差距。

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.