Original title: Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning
The study compared two university classes learning English: one used AI-mediated instruction, and the other had traditional lessons. Students took tests before and after instruction in grammar, vocabulary, reading, and writing, and filled out questionnaires about motivation and learning habits. The AI group scored higher in every tested area and reported greater motivation and more use of strategies for managing their own learning. Interviews with some students suggested the AI platform made learning feel more engaging and personal.
Imagine learning to cook while following a recipe. You might struggle to know which step needs attention, or how to adjust when something is not working. In this paper, the cooking lesson stands for English instruction, and the AI-guided experience is linked with better learning results, stronger motivation, and more effort to manage learning independently.
For university students learning English, the teaching approach may affect more than test scores: students in the AI-instruction group also reported stronger motivation and more use of strategies for guiding their own learning. That could matter to teachers choosing how to support both progress and independence.
The abstract describes two intact university classes with 60 students in total, and interviews with 14 students from the AI group. It does not specify how students were assigned, how long instruction lasted, which AI platform was used, or whether the results generalize to other learners or settings. The reported outcomes do not establish lasting effects.
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Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning — Ling Wei — Frontiers in Psychology — doi:10.3389/fpsyg.2023.1261955
Abstract licence: CC BY
Explanation generated by Synthesis from the abstract — it is not the original paper.