Artificial Intelligence in the English Classroom: Middle School Teachers' and Students' Perceptions
DOI:
https://doi.org/10.21009/stairs.5.1.2Abstract
The utilization of artificial intelligence in learning is evolving, with a focus on language learning. This study addresses the research issue of how SMP 1 Nurul Basmalah students and teachers feel about the usage of artificial intelligence in the English classroom. In this qualitative study, focus groups and interviews are used to determine that AI saves students time and is more personalized because it engages in conversations with interviewers. It also dismisses worries about the use of electronic devices, stating that such teaching approaches require a teacher to be prepared. It is necessary to incorporate findings such as the strengths. It also dismisses expectations about the use of electronic devices, stating that such teaching approaches require a teacher to be prepared. There is a need to use discoveries such as the strengths and drawbacks of using AI in educational institutions, how to apply ethics in the use of AI, and how to incorporate practical ways of using AI to improve learning outcomes and stimulate student creativity.
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Velander, J., Taiye, M. A., Otero, N., & Milrad, M. (2023). Artificial Intelligence in K-12 Education: eliciting and reflecting on Swedish teachers’ understanding of AI and its implications for teaching & learning. Education and Information Technologies, 29(4), 4085–4105. https://doi.org/10.1007/s10639-023-11990-4.
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Wang, N., & Lester, J. (2023). K-12 Education in the Age of AI: A Call to Action for K-12 AI Literacy. International Journal of Artificial Intelligence in Education, 33(2), 228–232. https://doi.org/10.1007/s40593-023-00358-x.
Wang, Q., & Liu, Y. (2022). Perceptions of artificial intelligence in education: A systematic review of empirical studies. Educational Technology Research and Development, 70(5), 2457-2481.
Wang, Y., & Liu, H. (2022). Teacher training for AI in education: A necessity. Journal of Teacher Development, 21(4), 381-396.
Warschauer, M., Zheng, B., & Park, Y. (2019). Digital Tools and Student Writing. Contemporary Educational Technology, 10(2), 111-127.
Wu, Y., et al. (2016). Google’s Neural Machine Translation System: Bridging the Gap between Human and Machine Translation. arXiv (Cornell University). https://doi.org/10.48550/arxiv.1609.08144.
Yang, H., Gao, C., & Shen, H. Z. (2023). Learner interaction with, and response to, AI-programmed automated writing evaluation feedback in EFL writing: An exploratory study. Education and Information Technologies, 29(4), 3837–3858. https://doi.org/10.1007/s10639-023-11991-3.
Zhang, X., Sun, J., & Deng, Y. (2023). Design and Application of Intelligent Classroom for English Language and Literature Based on Artificial Intelligence Technology. Applied Artificial Intelligence, 37(1). https://doi.org/10.1080/08839514.2023.2216051.
Alqahtani, T., et al. (2023). The emergent role of artificial intelligence, natural learning processing, and large language models in higher education and research. Research in Social and Administrative Pharmacy, 19(8), 1236–1242. https://doi.org/10.1016/j.sapharm.2023.05.016.
An, X., Chai, C. S., Li, Y., Zhou, Y., Shen, X., Zheng, C., & Chen, M. (2022). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Education and Information Technologies, 28(5), 5187–5208. https://doi.org/10.1007/s10639-022-11286-z.
Baskara, R. (2023). Personalised Learning With AI: Implications for Ignatian Pedagogy. International Journal of Educational Best Practices, 7(1), 1. https://doi.org/10.31258/ijebp.v7n1.p1-16.
Brown, D., & Harris, G. (2023). Challenges and opportunities in AI-assisted education. Contemporary Issues in Education Research, 16(1), 67-80.
Chisega-Negrilă, A. M. (2023). The New Revolution in Language Learning: The Power of Artificial Intelligence and Education 4.0. BULLETIN OF CAROL I NATIONAL DEFENCE UNIVERSITY, 12(2), 16–27. https://doi.org/10.53477/2284-9378-23-17.
Ehsani, F., & Knodt, E. (2018). Speech Technology in Computer-Aided Language Learning: Strengths and Limitations of a New CALL Paradigm. Language Learning & Technology, 2(1), 45-60.
Fudholi, D., & Suominen, H. (2018). The Importance of Recommender and Feedback Features in a Pronunciation Learning Aid. https://doi.org/10.18653/v1/w18-3711.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
Johnson, L., McLaughlin, C., & Jeffries, R. (2020). AI-based language learning applications: A review. Journal of Language Education, 15(2), 128-142.
Kamaliya, V., Mayuni, I., & Palupi, T. M. (2023). The Incorporation of Digital Citizenship Competency in e-Learning Materials for Junior High School Students: A Content Analysis. Stairs English Language Education Journal, 4(1). https://doi.org/10.21009/stairs.4.1.4.
Kamruzzaman, M. M., et al. (2023). AI- and IoT-Assisted Sustainable Education Systems during Pandemics, such as COVID-19, for Smart Cities. Sustainability, 15(10), 8354. https://doi.org/10.3390/su15108354.
Kumar, V., Kumar, U., & Mahto, V. (2018). Automated Essay Scoring Using Machine Learning. Journal of Educational Technology Systems, 47(2), 138-156.
Lee, T. (2021). Ethical issues in the use of AI in education. International Journal of Educational Ethics, 8(1), 23-35.
Li, C., & Lalani, F. (2020, April 29). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. Retrieved March 1, 2024, from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-onlinedigital-learning.
Maxwell, J. A. (2013). Qualitative Research Design: An Interactive Approach. SAGE. http://books.google.ie/books?id=DFZc28cayiUC&printsec=frontcover&dq=Qualitative+research+design:+An+interactive+approach+(3rd+ed.)&hl=&cd=1&source=gbs_api.
Mayer, R. E., & Harris, S. E. (2018). Artificial Intelligence and the Future of Teaching and Learning. Educational Psychologist, 53(4), 281-298.
Nguyen, T., Do, N. H., & Nguyen, N. T. (2022). Grammarly for Improving Academic Writing: Students’ Perceptions and Experience. Journal of Computers in Education, 9(1), 73-95.
Owan, V. J., Abang, K. B., Idika, D. O., Etta, E. O., & Bassey, B. A. (2023). Exploring the potential of artificial intelligence tools in educational measurement and assessment. Eurasia Journal of Mathematics Science and Technology Education, 19(8), em2307. https://doi.org/10.29333/ejmste/13428.
Popenici, S. (2023). The critique of AI as a foundation for judicious use in higher education. Journal of Applied Learning & Teaching, 6(2). https://doi.org/10.37074/jalt.2023.6.2.4.
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The Role of Artificial Intelligence (AI) In Developing English Language Learner’s Communication Skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990.
Sharma, S., & Sharma, D. (2023). Integrating artificial intelligence into education. International Journal of Advanced Academic Studies, 5(6), 35–39. https://doi.org/10.33545/27068919.2023.v5.i6a.1004.
Smith, A., & Jones, B. (2022). Challenges in implementing new educational technologies in classrooms. International Journal of Educational Technology, 15(2), 123-136.
Smith, J., & Anderson, P. (2019). The role of AI in modern education. Educational Technology Journal, 12(3), 45-60.
Tanjga, M. (2023). E-learning and the Use of AI: A Review of Current Practices and Future Directions. Qeios. https://doi.org/10.32388/ap0208.
Velander, J., Taiye, M. A., Otero, N., & Milrad, M. (2023). Artificial Intelligence in K-12 Education: eliciting and reflecting on Swedish teachers’ understanding of AI and its implications for teaching & learning. Education and Information Technologies, 29(4), 4085–4105. https://doi.org/10.1007/s10639-023-11990-4.
Vesselinov, R., & Grego, J. (2019). Duolingo Effectiveness Study. City University of New York.
Vicente-Yagüe-Jara, M. I., López-Martínez, O., Navarro-Navarro, V., & Cuéllar-Santiago, F. (2023). Writing, creativity, and artificial intelligence. ChatGPT in the university context. Comunicar, 31(77). https://doi.org/10.3916/c77-2023-04.
Wang, N., & Lester, J. (2023). K-12 Education in the Age of AI: A Call to Action for K-12 AI Literacy. International Journal of Artificial Intelligence in Education, 33(2), 228–232. https://doi.org/10.1007/s40593-023-00358-x.
Wang, Q., & Liu, Y. (2022). Perceptions of artificial intelligence in education: A systematic review of empirical studies. Educational Technology Research and Development, 70(5), 2457-2481.
Wang, Y., & Liu, H. (2022). Teacher training for AI in education: A necessity. Journal of Teacher Development, 21(4), 381-396.
Warschauer, M., Zheng, B., & Park, Y. (2019). Digital Tools and Student Writing. Contemporary Educational Technology, 10(2), 111-127.
Wu, Y., et al. (2016). Google’s Neural Machine Translation System: Bridging the Gap between Human and Machine Translation. arXiv (Cornell University). https://doi.org/10.48550/arxiv.1609.08144.
Yang, H., Gao, C., & Shen, H. Z. (2023). Learner interaction with, and response to, AI-programmed automated writing evaluation feedback in EFL writing: An exploratory study. Education and Information Technologies, 29(4), 3837–3858. https://doi.org/10.1007/s10639-023-11991-3.
Zhang, X., Sun, J., & Deng, Y. (2023). Design and Application of Intelligent Classroom for English Language and Literature Based on Artificial Intelligence Technology. Applied Artificial Intelligence, 37(1). https://doi.org/10.1080/08839514.2023.2216051.
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2024-05-31
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