From AI Tools to Language Mastery: Investigating the Contribution of Generative AI to Undergraduate Foreign Language Learning Outcomes
Kata Kunci:
Generative Artificial Intelligence; Foreign Language Learning; Language Mastery; Learning Outcomes; Higher EducationAbstrak
The integration of Generative Artificial Intelligence (AI) has transformed foreign language learning by providing learners with personalized, interactive, and adaptive learning experiences. This study investigates the contribution of Generative AI to foreign language learning outcomes among undergraduate students. Employing a mixed-methods research design, the study involved 93 participants consisting of foreign language learners and instructors from various higher education institutions. Quantitative data were collected through an online questionnaire, while qualitative data were obtained through semi-structured interviews. The quantitative findings revealed that students generally held positive perceptions of Generative AI, particularly regarding its contribution to overall language proficiency (M = 4.15), language skill development (M = 4.06), learner motivation and engagement (M = 4.01), and the ability to overcome language learning challenges (M = 3.90). Qualitative findings further identified five major themes: enhancement of language skills, increased learner motivation and engagement, personalized and adaptive learning experiences, pedagogical implications, and challenges associated with AI integration. The study concludes that Generative AI has significant potential to facilitate language mastery and improve foreign language learning outcomes in higher education. However, its successful implementation requires a balanced approach that combines technological innovation with effective pedagogical practices and ethical considerations.
Unduhan
Referensi
Abdelhalim, S. (2016). An interpretive inquiry into the integration of information and communication technology tools in TEFL at Egyptian universities. Journal of Research in Curriculum, Instruction and Educational Technology, 2(4), 145–173.
Akgun, S., & Greenhow, C. (2021). Artificial intelligence in education: Addressing ethical challenges in K–12 settings. AI and Ethics, 1(1), 1–10. https://doi.org/10.1007/s43681-021-00096-7
Alexander, C. (2007). Language labs: An overview of the trends. Teaching English with Technology, 7(3).
Andreevich, K. E. (2023). Language learning 2.0: The role of artificial intelligence in facilitating second language acquisition. Aktualnye Problemy Pedagogiki i Psikhologii, 4(1), 5–12.
Bahari, A. (2022). Affordances and challenges of technology-assisted language learning for motivation: A systematic review. Interactive Learning Environments, 1–21. https://doi.org/10.1080/10494820.2022.2111801
Baker, T., Smith, L., & Anissa, N. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta.
Cheah, C. W. (2021). Developing a gamified AI-enabled online learning application to improve students’ perception of university physics. Computers and Education: Artificial Intelligence, 2, 100032. https://doi.org/10.1016/j.caeai.2021.100032
Cui, W., Xue, Z., & Thai, K. P. (2018). Performance comparison of an AI-based adaptive learning system in China. In 2018 Chinese Automation Congress (CAC) (pp. 3170–3175). IEEE. https://doi.org/10.1109/CAC.2018.8623577
De la Vall, R. R. F., & Araya, F. G. (2023). Exploring the benefits and challenges of AI-language learning tools. International Journal of Social Science and Humanitarian Invention, 10, 7569–7576.
Divekar, R. R., Drozdal, J., Chabot, S., Zhou, Y., Su, H., Chen, Y., Zhu, H., Hendler, J., & Braasch, J. (2022). Foreign language acquisition via artificial intelligence and extended reality: Design and evaluation. Computer Assisted Language Learning, 35(9), 2332–2360. https://doi.org/10.1080/09588221.2021.1879162
Elaish, M. M., Ghani, N. A., Shuib, L., & Al-Haiqi, A. (2019). Development of a mobile game application to boost students’ motivation in learning English vocabulary. IEEE Access, 7, 13326–13337. https://doi.org/10.1109/ACCESS.2019.2891504
Faiz, R., Bilal, H. A. B., Nawaz, S., & Asghar, I. (2023). Optimizing ChatGPT as a writing aid for EFL learners: Balancing assistance and skill development in writing proficiency. Linguistic Forum – A Journal of Linguistics, 5(3), 24–37.
Fu, S., Gu, H., & Yang, B. (2020). The affordances of AI-enabled automatic scoring applications on learners’ continuous learning intention: An empirical study in China. British Journal of Educational Technology, 51(5), 1674–1692. https://doi.org/10.1111/bjet.12995
Gardner, D., & Yung, K. W. (2017). Learner motivation in self-access language learning. Innovation in Language Learning and Teaching, 11(2), 159–176. https://doi.org/10.1080/17501229.2015.1084375
Gibbs, M. B. (2022). How is new technology changing job design? IZA World of Labor. https://doi.org/10.15185/izawol.344.v2
Godwin-Jones, R. (2022). Partnering with AI: Intelligent writing assistance and instructed language learning. Language Learning & Technology, 26(1), 5–20.
Gulavani, M. S., & Kulkarni, M. A. (2022). Study of role and implementation of artificial intelligence in higher education. International Research Journal of Humanities and Interdisciplinary Studies, 293–298.
Hopcan, S., Türkmen, G., & Polat, E. (2023). Exploring the artificial intelligence anxiety and machine learning attitudes of teacher candidates. Education and Information Technologies, 28, 12387–12409. https://doi.org/10.1007/s10639-023-11617-2
Jiang, R. (2022). How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context. Frontiers in Psychology, 13, Article 1049401. https://doi.org/10.3389/fpsyg.2022.1049401
Kannan, J., & Munday, P. (2018). New trends in second language learning and teaching through the lens of ICT, networked learning, and artificial intelligence. Círculo de Lingüística Aplicada a la Comunicación, 76, 13–30. https://doi.org/10.5209/CLAC.62495
Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. Canadian Modern Language Review, 56(3), 389–420. https://doi.org/10.3138/cmlr.56.3.389
Lenci, S. (2020). Technology and language learning: From CALL to MALL (Doctoral dissertation).
Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), 100790. https://doi.org/10.1016/j.ijme.2023.100790
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2nd ed.). Routledge.
Mays, K. K., Lei, Y., Giovanetti, R., & Katz, J. E. (2021). AI as a boss? A national US survey of predispositions governing comfort with expanded AI roles in society. AI & Society, 38, 129–144. https://doi.org/10.1007/s00146-021-01332-8
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of artificial intelligence powered digital writing assistant in higher education: Randomized controlled trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014
Niño, A. (2009). Machine translation in foreign language learning: Language learners’ and tutors’ perceptions of its advantages and disadvantages. ReCALL, 21(2), 241–258. https://doi.org/10.1017/S0958344009000172
Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies, 27(6), 7893–7925. https://doi.org/10.1007/s10639-022-10925-9
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. https://doi.org/10.2478/jolace-2019-0025
Rego, I. D. M. S. (2015). Mobile language learning: How gamification improves the experience. In Handbook of Mobile Teaching and Learning (pp. 705–720). Springer.
Russell, G., & Bradley, G. (1997). Teachers’ computer anxiety: Implications for professional development. Education and Information Technologies, 2(1), 17–30. https://doi.org/10.1023/A:1018680320204
Schulze, J., West, S. G., & Krumm, S. (2016). The knowledge, skills, abilities, and other characteristics required for face-to-face versus computer-mediated communication: Similar or distinct constructs? Journal of Business and Psychology, 32(3), 283–300. https://doi.org/10.1007/s10869-016-9465-x
Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600–618. https://doi.org/10.1177/1362168815578554
Tan, D. A. L., Lee, B. C., Ganapathy, M., & Kasuma, S. A. A. (2022). Language learning in the 21st century: Malaysian ESL students’ perceptions of Kahoot! In Research Anthology on Developments in Gamification and Game-Based Learning (pp. 802–820). IGI Global.
Woo, J. H., & Choi, H. (2021). Systematic review for AI-based language learning tools. arXiv Preprint arXiv:2111.04455. https://doi.org/10.48550/arXiv.2111.04455
Yeşilçınar, S. (2023). Personalized learning through gamification: A ChatGPT approach to English language learning. In Transforming the Language Teaching Experience in the Age of AI (pp. 44–64). IGI Global. https://doi.org/10.4018/978-1-6684-7692-3.ch003
Zhai, X., Chu, X., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector, M., Liu, J. B., Yuan, J., Li, Y., & others. (2021). A review of artificial intelligence (AI) in education from 2010 to 2020. Complexity, 2021, 1–18. https://doi.org/10.1155/2021/8812542
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. https://doi.org/10.1080/09588221.2020.1744666
Zhao, L. (2015). The influence of learners’ motivation and attitudes on second language teaching. Theory and Practice in Language Studies, 5(11), 2333–2339. https://doi.org/10.17507/tpls.0511.18
Zhao, X. (2022). Leveraging artificial intelligence (AI) technology for English writing: Introducing Wordtune as a digital writing assistant for EFL writers. RELC Journal, 53(3), 771–775. https://doi.org/10.1177/00336882221094089
