2 research outputs found
An Analytical Examination of VoiceThread Engagement Patterns of Pre-and In-Service Teachers in an ESL Graduate Course: Investigating Posting Frequencies, Response Modalities, and Demographic Influences
No full textThis study analyzes graduate students’ engagement with VoiceThread, a multimodal discussion platform that blends audio, video, and text. Drawing on data from 94 pre- and in-service teachers enrolled in an eight-week online English Language Development course, we examined three dimensions of participation: posting frequency, response length, and modality choice. Descriptive statistics, Pearson’s correlation, and ANOVA were employed to analyze 1,128 student comments across six sections. Results revealed a strong preference for audio contributions, which comprised 83% of postings and totaled more than 40 hours of discourse. A small but significant correlation indicated that frequent posting was associated with slightly longer responses, while variation in audio length across sections indicates the influence of instructor presence. High-engagement sections, where instructors modeled active use of the platform, yielded richer and longer contributions compared to low-engagement sections. These findings suggest that while VoiceThread’s affordances facilitate interaction, meaningful engagement is shaped less by the tool itself than by instructional design and teaching presence
Artificial Intelligence (AI) Literacy: A Necessity in Modern Language Education
No full textThis article aims to discuss the importance of artificial intelligence (AI) literacy in the context of an AI-driven world and argues that it is a necessity in modern language education. The article answers a few questions, focusing on why AI literacy matters for language students and educators, what AI competencies should be promoted, and how AI literacy can be effectively integrated into the curriculum and instruction. The article also brings to the fore key considerations for implementing AI literacy in language education. These considerations include providing support to students and teachers to navigate the complexity of AI use, offering AI literacy training, providing resources and infrastructure that support AI use, adopting appropriate AI literacy frameworks to maintain critical thinking when using AI, contextualizing AI to specific contexts to ensure cultural sensitivity and inclusion, and supporting students’ psychological needs to avoid negative repercussions resulting from AI use. The article concludes with implications for relevant stakeholders such as students, teachers, and policymakers as well as suggestions for future research
