Can AI Empower L2 Education? Exploring Its Influence on the Behavioural, Cognitive and Emotional Engagement of EFL Teachers and Language Learners

IF 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH European Journal of Education Pub Date : 2024-09-09 DOI:10.1111/ejed.12750
Changyin Zhou, Fanfan Hou
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Abstract

Artificial intelligence (AI) is transforming L2 education, yet its specific impacts on English as a foreign language (EFL) teachers and language learners' engagement remain understudied. To address this deficiency, this study, grounded in Fredricks, Blumenfeld, and Paris's (Review of Educational Research, 74, 109) three‐dimensional engagement model, explored the impacts of AI on the behavioural, cognitive and emotional engagement of EFL teachers and language learners through semi‐structured interviews with 24 EFL teachers and 38 college language learners, followed by a thematic analysis with MAXQDA to uncover the effectiveness of AI. The study found that behavioural engagement showcased the integration of AI tools, highlighting increased frequency of use and their practical applications in enhancing language acquisition tasks. Cognitive engagement was marked by the recognition of AI capacity to augment teaching strategies and learning processes, although it also surfaced concerns about the potential overreliance on technology. Emotional engagement reflected a complex interplay of attitudes, with most informants viewing AI positively but acknowledging concerns about job displacement, and its impacts on emotions of students and teachers as well as the relations between them. The study concluded that while AI held promise for L2 education, the integration must consider its limitations and ethical implications. The research provided valuable insights for educators, learners, technology developers and policymakers, encouraging innovative practices and informed decision‐making in L2 education.
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人工智能能否增强 L2 教育?探索人工智能对 EFL 教师和语言学习者的行为、认知和情感参与的影响
人工智能(AI)正在改变 L2 教育,但其对英语作为外语(EFL)教师和语言学习者参与的具体影响仍未得到充分研究。为了弥补这一不足,本研究以 Fredricks、Blumenfeld 和 Paris(《教育研究评论》,74,109)的三维参与模型为基础,通过对 24 名 EFL 教师和 38 名大学语言学习者进行半结构式访谈,探讨了人工智能对 EFL 教师和语言学习者的行为、认知和情感参与的影响,随后使用 MAXQDA 进行了专题分析,以揭示人工智能的有效性。研究发现,行为参与展示了人工智能工具的整合,突出了使用频率的增加及其在增强语言习得任务中的实际应用。认知参与的特点是认识到人工智能能够增强教学策略和学习过程,但也浮现出对可能过度依赖技术的担忧。情感参与反映了各种态度之间的复杂相互作用,大多数信息提供者对人工智能持积极态度,但也承认他们担心工作被取代,以及人工智能对学生和教师的情感以及他们之间关系的影响。研究得出的结论是,虽然人工智能为 L2 教育带来了希望,但整合时必须考虑其局限性和伦理影响。这项研究为教育者、学习者、技术开发者和政策制定者提供了宝贵的见解,鼓励在语言教育领域进行创新实践和明智决策。
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来源期刊
European Journal of Education
European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
0.00%
发文量
47
期刊介绍: The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.
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