APPLICATION OF ARTIFICIAL INTELLIDENCE IN FOREIGN LANGUAGE TEACHING AND LEARNING: A COMPARATIVE STUDY
Main Article Content
Abstract
This study aimed to compare lecturers’ and students’ perspectives regarding the use of artificial intelligence (AI) tools in foreign language teaching and learning. A survey was administered to approximately 200 lecturers and 700 students to examine their AI-related knowledge and competencies, the extent of their AI usage, and the perceived usefulness of AI. Descriptive and inferential statistical techniques were employed to identify differences between the two groups. The findings showed no statistically significant differences between lecturers and students in their perspectives on AI’s impacts on teaching and learning language. The results also reveal significant correlations among variables such as AI understanding, AI competencies, and the extent of AI usage in foreign language education. This study contributes both theoretically and practically to ongoing discussions about using AI tools in foreign language teaching and learning in Vietnam.
Keywords
AI, AI competency, language skills, foreign language education
Article Details
References
Government. (2021). Quyết định ban hành Chiến lược quốc gia về nghiên cứu, ứng dụng và phát triển trí tuệ nhân tạo đến năm 2030 [Decision to Issue National Strategy on Research, Application and Development of Artificial Intelligent to 2030]. https://thuvienphapluat.vn/van-ban/Cong-nghe-thong-tin/Quyet-dinh-127-QD-TTg-2021-Chien-luoc-nghien-cuu-phat-trien-va-ung-dung-Tri-tue-nhan-tao-den-2030-463680.aspx
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial least squares structural equation modeling (PLS-SEM) using R. Springer Nature.
Heift, Trude., & Schulze, M. (2007). Errors and Intelligence in Computer-Assisted Language Learning: Parsers and Pedagogues. Routledge. https://www.routledge.com/Errors-andIntelligence-in-Computer-Assisted-Language-Learning-Parsers/HeiftSchulze/p/book/9780415541282
Huang, X. (2021). Aims for cultivating students’ key competencies based on artificial intelligence education in China. Education and Information Technologies, 26(5), 5127–5147.
Huertas-Abril, C. A., & Palacios-Hidalgo, F.J. (2023). New Possibilities of Artificial Intelligence-Assisted Language Learning (AIALL): Comparing Visions from the East and the West. Education Sciences, 13(12), 1234. https://doi.org/10.3390/educsci13121234
Johnson, A. M., Guerrero, T. A., Tighe, E. L., & McNamara, D. S. (2017). iSTART-ALL: Confronting adult low literacy with intelligent tutoring for reading comprehension. In International Conference on Artificial Intelligence in Education (pp.125-136). Springer. https://doi.org/10.1007/978-3-319-61425-0_1
Kanglang, L., & Afzaal, M. (2021). Artificial intelligence (AI) and translation teaching: A critical perspective on the transformation of education. International Journal of Educational Sciences, 33(1-3), 64-73. https://doi.org/10.31901/24566322.2021/33.1-3.1159
Klimova, B., Pikhart, M., Benites, A. D., Lehr, C., & Sanchez-Stockhammer, C. (2023). Neural machine translation in foreign language teaching and learning: A systematic review, 28, 663-682. https://doi.org/10.1007/s10639-022-11194-2
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537-550. https://doi.org/10.1177/00336882231162868
Ng, D. T. K., Leung, J. K. L., Su, J., Ng, R. C. W., & Chu, S. K. W. (2023). Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world. Educational Technology Research and Development, 71(1), 137–161. https://doi.org/10.1007/s11423-023-10203-6
Nguyen, T. X. (2024). English majors’ perceptions of AI tool application in English language learning at tertiary level in Vietnam. Journal of Knowledge Learning and Science Technology. 3(1), 179-193. https://doi.org/10.60087/jklst.vol3.n1.p193
Patty, J. (2024). The use of AI in language learning: What you need to know. Journal Review Pendidikan Dan Pengajaran (JRPP), 7(1), 642–654. https://doi.org/10.31004/jrpp.v7i1.24609.
Sanusi, I. T., Olaleye, S. A., Agbo, F. J., & Chiu, T. K. F. (2022). The role of learners’ competencies in artificial intelligence education. Computers and Education: Artificial Intelligence, 3, 100098. https://doi.org/10.1016/j.caeai.2022.100098
Shahriar, A. (2023). The Effectiveness of Machine Translation Using “Google Translate” in English Language Learning in Bangladesh. Pedagogy: Journal of English Language Teaching, 11(1). https://doi.org/10.32332/joelt.v11i1.6355
Tai, T.-Y., & Chen, H. H.-J. (2022). The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension. Computer Assisted Language Learning, 37(1), 1-28. https://doi.org/10.1080/09588221.2022.2040536
Thai, T. C. T. (2023). Thái độ và kì vọng của sinh viên sư phạm tiếng Anh đối với CHATGPT: Nghiên cứu tại Trường Đại học Sư phạm Hà Nội [Attitudes and expectations of pedagogical students towards ChatGPT: A study at Hanoi University of Education]. Vietnam Journal of Education, 23(10), 51-56.
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2, The Digital Competence framework for citizens—With new examples of knowledge, skills and attitudes. Publications Office of the European Union. https://doi.org/10.2760/115376