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Using machine translators for assessments of EAP courses – Perspectives of students and teachers
No full textMachine translators, such as Google Translate, are AI-powered language tools that can help level the playing field for students of English as a second or foreign language. However, when this technology is used by students for assessments, ethical concerns regarding academic integrity may arise. While prior research has explored the perspectives of students or teachers on this issue, few studies have compared their perspectives. This is particularly evident in the context of non-language focused students in an English for Academic Purpose course. To address this issue, the present study compares student and teacher perspectives on using machine translators for assessments in EAP courses. Both quantitative and qualitative data were gathered for the study. The results revealed commonalities and, more importantly, differences between the two groups. These findings have profound pedagogical implications
A longitudinal look at Japanese students’ experience with technology
No full textAs Japanese students are introduced to the world of artificial intelligence (AI), it is important to understand their experience with educational technology in general. This paper presents survey data from 2010 to 2019 investigating Japanese university students’ experiences with using technology in learning. The surveys were conducted among over 1,000 first-year university students at both private and public universities. The survey results will be presented with both quantitative and qualitative details about what types of things were learned using technology. The public university students reported high levels of computer ownership and internet access in their home, while private university students’ home computer ownership varied greatly from year to year. Also, in the early years of the study, public university students’ experience using technology to learn something varied from 40% to 80% through 2017 but then rose to between 80% and 100% in the remaining years. Private university students’ experience varied even more greatly from zero experience to almost 90% in different years. Knowing what experience the students come to the classroom with will allow teachers to better plan for the integration of new AI and other technologies into their lessons and advise students on how to effectively use technology in their learning pursuits
“Just a pocket knife, not a machete”: Large language models in TEFL teacher education & digital text sovereignty
No full textThis paper approaches AI in TEFL teacher education from a perspective of digital text sovereignty (digitale Textsouveränität). Digital sovereignty (digitale Souveränität) is a concept that goes beyond media literacy and data literacy as a set of skills, to include personal competences in a more Humboldtian vision of education. Digital text sovereignty focusses on all those aspects of digital sovereignty that apply to the reception and production of texts, from the ability to produce and consume digital texts to the development of a critically-reflexive attitude to these texts (Frederking, 2022; Frederking & Krommer, 2022), making it especially useful in contexts of TEFL teacher education.
This paper is based on an empirical study conducted within the EFL teacher education department of a German metropolitan university during the 2023 summer term. It analyses 21 student essays written after an interactive 90-minute training session on ChatGPT conducted in three intact TEFL teacher education seminars.
Qualitative content analysis is used to identify domains of digital text sovereignty discussed in these essays, and to identify key themes related to four aspects of digital text sovereignty: Mediality, Source Code, Intentionality, and Veracity. The findings might be of interest for researchers and teachers educators interested in (a) modelling digital text sovereignty as it applies to AI, and (b) developing teacher education material and programs that target digital text sovereignty in an AI context, or that aim to support (future) teachers in developing an AI-informed pedagogy
Enhancing ICT-based international interactions: Impact of Zoom and Padlet on willingness to communicate, international posture, and speaking proficiency
No full textThis study explores the affective aspects ― Willingness to communicate (WTC) and International Posture (IP) ― and speaking skills after using technological tools. Online synchronous meeting tool, Zoom, and the asynchronous tool, Padlet, were used as online learning platforms. Data were collected using an 8-item questionnaire on the WTC and a 20-item questionnaire on IP. They were pre-existing questionnaires developed for the Japanese context and were administered to 34 college students before and after their lessons. Participants’ speaking ability was tested twice (pre- and post-tests). Open-ended responses and participant reflections were also analyzed to gain further insights. Results showed significant effects on enhancing WTC, IP and speaking skills of participants with regard to ICT-based International Interactions. In addition, positive communication experiences with cross-cultural partners using Zoom and Padlet led to higher affective aspects and learning motivation. The findings suggest the viability of Padlet and Zoom as a tool for all proficient learners because of their relative ease of use and data management features. The implication of this study is relevant to a pedagogical tool in online exchanges for the current generation of students
AI-enhanced collaborative story writing in the EFL classroom
No full textArtificial intelligence (AI) is opening new possibilities for educators to explore innovative solutions to classroom challenges. While the benefits of AI in enhancing individual learning are well established, its potential in collaborative learning environments remains underexplored. This paper reports on the first cycle of a design-based research project that involved the development of Collabowrite, a collaborative story-writing application designed for compulsory English-as-a-foreign-language (EFL) classes at a Japanese university. During a 14-week semester, 52 students engaged with the application in 160 separate usage instances, using AI features such as grammar checks, virtual group members, artwork generation, and story narration. The grammar checks were evaluated for accuracy at 90.4% across 892 instances, with students adhering to elements of AI-provided guidance 91.4% of the time. Students rated their enjoyment of the activities at an average of 4.63 out of 5. Pre- and post-intervention surveys involving 27 participants and using single-item measures indicated significant positive shifts in perceptions toward English writing, collaborative work, and the role of technology in language learning. Reflexive thematic analysis of qualitative data generated three salient themes that capture the diverse experiences of participants. These findings suggest the need to revisit sociocultural learning theories to incorporate AI into classroom dynamics. This initial research cycle led to the formulation of six design principles for integrating AI-enhanced collaborative writing tools into EFL classrooms. Future cycles will further evaluate the efficacy of Collabowrite as an educational tool and its impact on students’ foreign language writing abilities
Review of technology and English language teaching in a changing world: A practical guide for teachers and teacher educators
No full textUtilizing ELSA Speak and Busuu apps to enhance English for professional purposes among Indian students: An Education 4.0 approach
No full textIn our modern, technology-driven, and interconnected world, providing students with strong English communication skills is essential to prepare them for the future workforce. Education 4.0 refers to the integration of advanced technologies, such as artificial intelligence (AI), virtual reality, and the Internet of Things, to enhance and personalize learning experiences in contemporary educational settings. Education 4.0 integrates these technologies to create personalized and immersive learning experiences that cater to individual needs, emphasizing critical 21st-century skills. Therefore, this study aimed to enhance professional English communication among students using the Education 4.0 applications ELSA Speak and Busuu. It employed a novel approach based on the substitution, augmentation, modification, and redefinition (SAMR) model to enhance communication effectively. The participants, selected through a stratified random sampling technique from the Virudunagar district of Tamil Nadu, India, included final year students (N = 100) from the arts, and science, and engineering disciplines, reflecting India’s multilingual society and numerous regional languages. After a pilot study, a pre-test using a questionnaire was administered, followed by a 4-week intervention utilizing the ELSA Speak and Busuu apps, and a post-test using another questionnaire. Data analysis included paired-sample t-tests and independent sample t-tests. The results revealed a significant improvement in the participants’ listening, speaking, reading, and writing skills before and after the intervention. Future recommendations include further explorations of Education 4.0 tools and techniques, and longitudinal studies to assess their sustained impact
ESL learners' perceptions of using High-Variability Phonetic Training (HVPT) through YouGlish to improve pronunciation skills
No full textThis study explores ESL learners' perceptions of using high-variability phonetic training (HVPT) through YouGlish to improve pronunciation skills. Data were collected through an online questionnaire completed by 70 upper-intermediate level ESL learners and semi-structured interviews with 20 learners. The collected data were analyzed statistically and thematically. The results revealed that the majority of learners had significantly positive attitudes towards using this online tool. They reported that YouGlish assisted them in accurately learning how to pronounce words and phrases from a variety of accents, including Australian, British, and American. Additionally, while learners had positive perceptions of using HVPT and YouGlish for pronunciation improvement, they emphasized the critical role of teachers in providing explicit corrective feedback and additional clarifications. Furthermore, the participants also reported some drawbacks of YouGlish. This study offers both theoretical and pedagogical implications for language learning and teaching
EAP teacher feedback in the age of AI: Supporting first-year students in EFL disciplinary writing
No full textAcademic writing is a substantial component of tertiary education, yet it poses challenges for second/foreign language (L2/FL) students, particularly those first-year undergraduates with limited exposure to English-medium-instruction (EMI) settings. In this context, English-for-academic-purposes (EAP) tutors play a crucial role in supporting these students, but little is known about the nature of their feedback in scholarly discourse. Complicating matters further is the emergence of Generative Artificial Intelligence (GenAI) as a feedback tool, sparking ongoing debate about its efficacy compared to traditional human feedback. To address these gaps, this study investigates the nature of EAP teacher feedback on English-as-a-foreign-language (EFL) disciplinary writing, juxtaposing it against student opinions and attitudes towards both EAP teacher feedback and AI-generated feedback. This study employed a three-layer coding scheme focusing on corrective, genre-specific, and intentional feedback to analyse the nature of EAP teacher feedback in detail. Through a comprehensive analysis of interview themes, this study highlights the significance of EAP teacher feedback in the context of increasing integration of GenAI tools. The findings offer valuable insights into effective practices for supporting first-year EFL undergraduate students in their academic writing within EMI settings and demonstrate the critical role of EAP teacher feedback in assisting these students’ writing in an AI-prevalent world
An online training course on the use of corpora for teachers in public schools
No full textThis paper describes the outcomes of a teacher-training course offered to in-service teachers in public education on the use of corpora in language education. The paper reports on a mixed method study that explores in-service teachers’ evaluation of an online seven-week course in corpus linguistics (CL). Data were gathered through surveys and open-ended questions. Seventy-one in-service teachers took part in this study and completed both pre- and post-course questionnaires. The main aim of the course was to introduce the main concepts of CL, including an exploration of CL tools and resources, and the use of CL in learning and teaching. The course presents a wide range of corpora, corpus-based materials, and tools. The participants had a positive reaction to the course and considered it useful and comprehensive, although they did not prefer the online delivery method for the practical sessions of the course. The participants acknowledged the usefulness of corpora in their classrooms as well as the possible difficulties they might face, which shows that they genuinely thought about applying corpora in their teaching contexts. Moreover, the participants showed a willingness for the future use of corpora. Offering such a course to in-service teachers using an online delivery method is not preferable, but a hybrid course may be more suitable and effective, given the variation in teachers’ computer and corpus literacy.
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