
Investigating the Impact of Artificial Intelligence AI and Technology in English Language Learning
- 1 Quaid-e-Awam University of Engineering, Science and Technology
* Author to whom correspondence should be addressed.
Abstract
The integration of Artificial Intelligence (AI) and technology in English Language Learning (ELL) is revolutionizing education. This research explores the impact of AI and technology on English language learners at Quest University, Nawabshah. Through a quantitative approach and an online questionnaire, the Researcher delves into students' perceptions and experiences. Technology, encompassing computers, smartphones, tablets, and AI-powered chat bots, plays a pivotal role. The majority of students find technology-enhanced learning engaging and enjoyable, making it easier to practice English outside the classroom. AI-powered tools receive acclaim for increasing motivation, proficiency, and preference over traditional methods. However, the enjoyment of AI chat bots remains diverse.
Keywords
artificial intelligence, technology, English language learning, chat bots
[1]. Berondo, R. (2023). Harnessing the Power Of Artificial Intelligence For Personalized Learning In Education. 12, 1243–1251. https://doi.org/10.48047/ecb/2023.12.10.0892023.30/06/2023
[2]. Bunge, M. (1966). Technology as Applied Science. Technology and Culture, 7(3), 329. https://doi.org/10.2307/3101932
[3]. McCarthy, J., Minsky, M., Rochester, N. & Shanno, C. (2006). A Proposal for the Dartmouth Summer Research Project on Artificial Intelligence. AI Magazine, 27 (4), 12–14.
[4]. Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002
[5]. Jonassen, D., Spector, M. J., Driscoll, M., Merrill, M. D., Van Merrienboer, J., & Driscoll, M. P. (Eds.). (2008). Handbook of Research on Educational Communications and Technology (0 ed.). Routledge. https://doi.org/10.4324/9780203880869
[6]. Lesia Viktorivna, K., Andrii Oleksandrovych, V., Iryna Oleksandrivna, K., & Nadia Oleksandrivna, K. (2022). Artificial Intelligence in Language Learning: What Are We Afraid of. Arab World English Journal, 8, 262–273. https://doi.org/10.24093/awej/call8.18
[7]. Rosenberg, N. (1976). Perspectives on Technology (1st ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511561313
Cite this article
Kumar,O. (2023). Investigating the Impact of Artificial Intelligence AI and Technology in English Language Learning. Advances in Social Behavior Research,3,27-36.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Journal:Advances in Social Behavior Research
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).