The New Face of Technology-Enhanced Language Learning (TELL) with Artificial Intelligence (AI)
Teacher perspectives, practices, and challenges
DOI:
https://doi.org/10.25047/jeapco.v10i1.4565Keywords:
Intelligent Technology-Enhanced Language Learning , Artificial Intelligence, Technology-Enhanced Language Learning, Higher Education, Language Teaching, Teacher Perspectives, Hybrid ModelAbstract
The field of language education has recognized educational transformations driven by advancements in information and communication technology (ICT). From traditional tools to intelligent digital innovations, the journey has been marked by continuous evolution. The integration of Artificial Intelligence (AI) in language education, termed Intelligent Technology-Enhanced Language Learning (ITELL), represents a paradigm shift. This paper explores the reality of ITELL in higher education, focusing on how AI is used in language teaching, teachers' perspectives, policy implications, challenges, and strategies employed. A qualitative case study approach explored the integration of AI in TELL in higher education. Seven English language teachers in Indonesia, employing AI tools, participated in in-depth, semi-structured interviews. Thematic analysis of interview data provides insights into teachers' practices, perceptions, and challenges of AI in language education. Methodological rigour was ensured through member-checking, peer debriefing, and adherence to ethical guidelines. The findings emphasize the positive impact of AI on enriching teachers' perspectives, enhancing materials development, enlivening in-class teaching, and facilitating efficient assessments. However, challenges such as depersonalization and ethical considerations were highlighted. A hybrid model that balances AI-driven personalization with human interaction was promoted. Fundamental prerequisites for successful AI integration include teacher professional development, aligned curriculum, pedagogical exploration, and a comprehensive policy framework.
References
Adair-Hauck, B., Willingham-McLain, L., & Youngs, B. E. (2000). Evaluating the integration of technology and second language learning. CALICO journal, 269-306.
Adam, M., Wessel, M., & Benlian, A. (2021). AI-based chatbots in customer service and their effects on user compliance. Electronic Markets, 31(2), 427-445.
Aisyiyah, S., & Novawan, A. (2017). Does values inculcation matter in an English language teaching in the higher education context. Journal of English in Academic and Professional Communication, 4(2).
Alam, A. (2021, December). Should robots replace teachers? Mobilisation of AI and learning analytics in education. In 2021 International Conference on Advances in Computing, Communication, and Control (ICAC3) (pp. 1-12). IEEE.
Alkamel, M. A. A., & Chouthaiwale, S. S. (2018). The use of ICT tools in English language teaching and learning: A literature review. Journal of English language and literature (JOELL), 5(2), 29-33.
Barrat, J. (2023). Our final invention: Artificial intelligence and the end of the human era. Hachette UK.
Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. Routledge.
Brynjolfsson, E., & Mcafee, A. (2017). Artificial intelligence, for real. Harvard business review, 1, 1-31.
Carbonell, J. R. (1970). AI in CAI: An artificial-intelligence approach to computer-assisted instruction. IEEE transactions on man-machine systems, 11(4), 190-202.
Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge University Press.
Chapelle, C. (2003). English language learning and technology.
Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning.
Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64-80.
Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130.
Dwivedi, Y. K., Hughes, L., Ismagilova, E., Aarts, G., Coombs, C., Crick, T., ... & Williams, M. D. (2021). Artificial Intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 57, 101994
Faden, R. R., & Beauchamp, T. L. (1986). A history and theory of informed consent. Oxford University Press.
Fryer, L. K., & Carpenter, R. (2006). Bots as language learning tools. Language Learning & Technology.
Godwin-Jones, R. (2011). Mobile apps for language learning.
Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). Trends, research issues and applications of artificial intelligence in language education. Educational Technology & Society, 26(1), 112-131.
Kannan, J., & Munday, P. (2018). New trends in second language learning and teaching through the lens of ICT, networked learning, and artificial intelligence.
Kessler, G. (2018). Technology and the future of language teaching. Foreign language annals, 51(1), 205-218.
Kooli, C. (2023). Chatbots in education and research: A critical examination of ethical implications and solutions. Sustainability, 15(7), 5614.
Korteling, J. H., van de Boer-Visschedijk, G. C., Blankendaal, R. A., Boonekamp, R. C., & Eikelboom, A. R. (2021). Human-versus artificial intelligence. Frontiers in artificial intelligence, 4, 622364.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
Kukulska‐Hulme, A., & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207-218.
Kukulska-Hulme, A. (2009). Will mobile learning change language learning?. ReCALL, 21(2), 157-165.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. Theoretical models and processes of reading, 5(1), 1570-1613.
Liang, J. C., Hwang, G. J., Chen, M. R. A., & Darmawansah, D. (2023). Roles and research foci of artificial intelligence in language education: an integrated bibliographic analysis and systematic review approach. Interactive Learning Environments, 31(7), 4270-4296.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. sage.
Luckin, R., & Holmes, W. (2016). Intelligence unleashed: An argument for AI in education.
Miao, F., Holmes, W., Huang, R., & Zhang, H. (2021). AI and education: A guidance for policymakers. UNESCO Publishing.
Mitchell, M. (2019). Artificial intelligence: A guide for thinking humans. Penguin UK.
Morse, J. M. (2015). Critical analysis of strategies for determining rigor in qualitative inquiry. Qualitative health research, 25(9), 1212-1222.
Novawan, A., Alvarez-Tosalem, S. M., Ismailia, T., Wicaksono, J. A., & Setiarini, R. B. (2021, January). Students’ experiences of online English language learning by using YouTube. In The First International Conference on Social Science, Humanity, and Public Health (ICOSHIP 2020) (pp. 220-226). Atlantis Press.
Novawan, A., Aisyiyah, S., Wijayanti, F., Miqawati, A. H., & Indrastana, N. S. (2019). Investigating students’ MALL experience in light of an ecological perspective. Journal of English in Academic and Professional Communication, 5(2).
Novawan, A., Alvarez-Tosalem, S. M. P., Walker, S. A., Ismailia, T., & Budi, A. S. (2022, January). Reframing Language Education in the Light of Ecological Linguistics Is the Ecological Perspective “Toxic” or “Vitamin”?. In Proceedings of the 2nd International Conference on Social Science, Humanity and Public Health (ICOSHIP 2021) (pp. 1-10). Advances in Social Science, Education and Humanities Research.
Novawan, A., Aisyiyah, S., Miqawati, A. H., Wijayanti, F., & Indrastana, N. S. (2020). Exploring Teachers’ Perspectives on Morality in EFL Pedagogy. Journal of ELT Research, 5(1), 81-93.
Park, M., & Son, J. B. (2022). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 42(2), 320-334.
Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135-153.
Rafiee, M., & Abbasian-Naghneh, S. (2021). E-learning: development of a model to assess the acceptance and readiness of technology among language learners. Computer Assisted Language Learning, 34(5-6), 730-750.
Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The modern language journal, 85(1), 39-56.
Searle, J. R. (1980). Minds, brains, and programs. Behavioral and brain sciences, 3(3), 417-424.
Schmidt, Torben, & Strasser, Thomas (2022). Artificial intelligence in foreign language learning and teaching: a CALL for intelligent practice. Anglistik: International Journal of English Studies, 33(1), 165-184.
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524.
Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL, 19(1), 57-78.
Thorne, S. L., & Payne, J. S. (2005). Evolutionary trajectories, Internetmediated expression, and language education. CALICO journal, 371-397.
Timms, M. J. (2016). Letting artificial intelligence in education out of the box: educational cobots and smart classrooms. International Journal of Artificial Intelligence in Education, 26, 701-712.
Van Lier, L. (2014). Interaction in the language curriculum: Awareness, autonomy and authenticity. Routledge.
Wang, W., & Siau, K. (2019). Artificial intelligence, machine learning, automation, robotics, future of work and future of humanity: A review and research agenda. Journal of Database Management (JDM), 30(1), 61-79.
Watson, J. (2008). Blended Learning: The Convergence of Online and Face-to-Face Education. Promising Practices in Online Learning. North American Council for Online Learning.
Yang, S. C., & Chen, Y. J. (2007). Technology-enhanced language learning: A case study. Computers in human behavior, 23(1), 860-879.
Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). sage.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators?. International Journal of Educational Technology in Higher Education, 16(1), 1-27.
Zhang, R., & Zou, D. (2022). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(4), 696-742.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Adriadi Novawan, Stuart Anthony Walker, Osamu Ikeda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
