AI vs Humans Dealing with Language Tasks: Unlocking Some New Pedagogical Dimensions in TEFL Practices

Marijana Prodanović, Asta Pukienė, Ieva Brazauskaitė-Zubavičienė

Abstract


In the era where AI has become an omnipresent phenomenon influencing many spheres of human endeavour, it appears that education, and within its borders, language teaching-learning practices, are no exception. With the strong potential of AI in mind, but also taking into consideration the fact that language is a fluid, and delicate concept, the paper aims to contrast some AI with human practices. Namely, it sheds light on how potentially successful the compared entities, i.e. AI supported technology and EFL students, can be when solving some language tasks brimming with collocations and idioms, known as challenging and usually requiring deeper understanding of the intended message. Upon comparing the collected samples, and commenting on strengths and weaknesses of both sides, the paper concludes by pointing to some pedagogical implications that could potentially improve our existing TEFL practices.

Keywords


TEFL; language tasks; idiomatic expressions; collocations; AI; students

Full Text:

PDF

References


Alhaisoni, Eid, Maha Alhaysony (2017) ˝An investigation of Saudi EFL university students’ attitudes towards the use of Google Translate˝, International Journal of English, Language Education, 5(1), 72–82.

Ali Bin-Hady, Wagdi Rashad, Abdu Al Kadi, Abduljalil Hazaea, Jamal Kaid Mohammed Ali (2023), ˝Exploring the dimensions of ChatGPT in English language learning: a global perspective˝, Library Hi Tech

Amaral, Luiz A., Detmar Meurers (2011), ˝On using intelligent computer- -assisted language learning in real-life foreign language teaching and learning˝, ReCALL, 23(01), 4–24.

Baraniello, Vincenzo, Chiara Degano, Luigi Laura, María Lozano Zahonero, Maurizio Naldi, Sandra Petroni (2016), ˝A wiki-based approach to computer-assisted translation for collaborative language learning˝, In: Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk, & S. Chen (Eds.), State-of-the-art and future directions of smart learning: Lecture notes in educational technology, Springer, 369–379.

Chen, Yi-chen (2019), ˝Teaching figurative language to EFL learners: an evaluation of metaphoric mapping instruction˝, The language learning journal, 47(1), 49-63.

Gavranovic, Valentina, Marijana Prodanovic (2024), ˝In Quest for Reliable English Language Testing Practices in Secondary Education˝, Social Education Research, 5(1), 119 – 127.

Groves, Michael, Klaus Mundt (2015), ˝Friend or foe? Google Translate in language for academic purposes˝, English for Specific Purposes, 37, 112–121.

Gyllstad, Henrik (2009), ˝Designing and Evaluating Tests of Receptive Collocation Knowledge: COLLEX and COLLMATCH˝, In: A. Barfield & H. Gyllstad (Eds.), Researching Collocations in Another Language, Springer, 153-170.

Nguyen, Thi Thu Hang (2023), ˝EFL Teachers’ Perspectives toward the Use of ChatGPT in Writing Classes: A Case Study at Van Lang University˝, International Journal of Language Instruction, 2(3), 1-47.

Hasselqvist Haglund, Jakob (2023), Students Acceptance and Use of ChatGPT in Academic Settings, Master’s thesis, Uppsala Universitet

Hutchins, W. John (1995), ˝Machine Translation – A Brief History˝, In: E. F. K. Koerner, R. E. Asher (Eds.), Concise history of the language sciences: from the Sumerians to the cognitivists, Pergamon Press, 431-445.

Iqbal, Nayab, Hassaan Ahmed, Kaukab Abid Azhar (2022), ˝Exploring teachers’ attitudes towards using Chatgpt˝, Global Journal for Management and Administrative Sciences, 3(4), 97-111.

Jeon, Jaeho (2022), ˝Exploring AI chatbot affordance in the EFL classroom: young learners’ experiences and perspectives˝, Computer Assisted Language Learning, 37(3), 1-26

Lewis, Derek (1997), ˝Machine translation in a modern language curriculum˝, Computer Assisted Language Learning, 10(3), 255–271.

Lightbown, Patsy, Nina Spada (2021), How Languages are Learned, Oxford University Press

Liu, Guangxiang, Chaojun Ma (2023), ˝Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model˝, Innovation in Language Learning and Teaching, 18(2), 125-138.

Mullamaa, Kristina (2010), ˝ICT in Language Learning – Benefits and Methodological Implications˝, International Education Studies, 3(1), 38-44.

Ngo, Thi Thuy An (2023), ˝The Perception by University Students of the Use of ChatGPT in Education˝, International Journal of Emerging Technologies in Learning (Online), 18(17), 4-19.

Owoc, Mieczyslaw Lech, Agnieszka Sawicka, Paweł Weichbroth (2021), ˝Artificial Intelligence Technologies in Education: Benefits, Challenges and Strategies of Implementation˝, In: M. L. Owoc, & M. Pondel (Eds.), Artificial Intelligence for Knowledge Management. AI4KM 2019. IFIP Advances in Information and Communication Technology, Springer, 37-58.

Prodanovic, Marijana, Valentina Gavranovic (2021a), ˝What Motivates Language Learners in Online Language Environment – A Covid-19 Infected Classroom Testimony˝, Uzdanica, XVIII/2, 131-143.

Prodanović, Marijana, Valentina Gavranović (2021b), ˝Assessing Grammar in Online Environment: A Comparison between High and Low Stakes Test Performance˝, Društvene i humanističke studije, 6(3(16), 265-278.

Prodanovic, Marijana (2022), ˝How Motivating is Online Language Environment: Examining the Role of Learning Apps˝, ICC Journal, 4(1), 27-31.

Song Cuiping, Yanping Song (2023), ˝Enhancing academic writing skills and motivation: assessing the efficacy of ChatpGPT in AI-assisted language learning for EFL students˝, Frontiers in Psychology, 14

Weir, Cyril J. (2005), Language Testing and Validation, Palgrave Macmillan

Wong, Tak-Sum, John S. Y. Lee (2016), ˝Corpus-based learning of Cantonese for Mandarin speakers˝, ReCALL, 28(2), 187–206.

Zeng, Yuchen, Tanzima Mahmud (2023), ChatGPT in English Class – Perspectives of students and teachers from Swedish upper secondary schools, Independent thesis, Stockholm University.

https://chat.openai.com/

https://www.oxfordlearnersdictionaries.com/




DOI: https://doi.org/10.51558/2490-3647.2024.9.2.1101

Refbacks

  • There are currently no refbacks.


ISSN: 2490-3604 (print) ● ISSN: 2490-3647 (online)

Društvene i humanističke studije - DHS is under the Creative Commons licence.