AI implications in SLA

This section of AI and Language Learners aims to provide educators with recent conceptual articles seeking  to systematically and comprehensively review AI current  practices and their implications on the pedagogical approaches and academic integrity policies at schools. As you explore the uses of AI, these research papers will help you:

• • • Understand the proven benefits and limitations of AI applications in language learning environments. 

    • Use research to establish credibility when collaborating with schools, ministries, or academic institutions.

    • Align your AI-powered language tools with evidence-based learning theories .

Pack, A., & Maloney, J. (2024). Using artificial intelligence in TESOL: Some ethical and pedagogical considerations. Tesol Quarterly, 58(2), 1007-1018. https://onlinelibrary.wiley.com/doi/10.1002/tesq.3320 

Summary:

• The paper discusses different types of benefits posed by AI-powered tools, such as: a) personalized learning systems, b) facial recognition systems and predictive analytics, c) automated assessment systems and d) social networking sites and chatbots. 

• Authors discuss some of the pressing privacy concerns in the K-12 settings, such as privacy, surveillance, and others. 

• Educating on the ethical implications of the use of AI in schools can support teachers and students to reap the benefits and minimize the costs of AI use.

Cited by 105 (Source: Google Scholar)

Roe, J., Renandya, W. A., & Jacobs, G. M. (2023). A review of AI-powered writing tools and their implications for academic integrity in the language classroom. Journal of English and Applied Linguistics, 2(1), 3. https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1035&context=jeal 

Summary:

• The article discusses three categories of digital writing tools: machine translators (MTs), digital writing assistants (DWAs), and automated paraphrasing tools (APTs). 

• The review and systematic categorization of the artificial intelligence (AI)-powered writing tools used in language education in this article aims to simplify the role of academic leaders to draft digital integrity principles  and codes of academic conduct.

• The authors encourage educators to explain students the reasoning behind language tasks, such as paraphrasing,  seek the legitimate pedagogical uses to integrate these tools into their classroom practice, and provide clear and concise guidelines on dishonest digital writing behavior. 

Cited by 105 (Source: Google Scholar)

Akgün, S. & Greenhow, C. (2022). Artificial intelligence (AI) in education: Addressing societal and ethical challenges in k-12 settings. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1373-1376). International Society of the Learning Sciences. https://repository.isls.org/bitstream/1/8490/1/ICLS2022_1373-1376.pdf 

Summary:

• The paper discusses different types of benefits posed by AI-powered tools, such as: a) personalized learning systems, b) facial recognition systems and predictive analytics, c) automated assessment systems and d) social networking sites and chatbots. 

• Authors discuss some of the pressing privacy concerns in the K-12 settings, such as privacy, surveillance, and others. 

• Educating on the ethical implications of the use of AI in schools can support teachers and students to reap the benefits and minimize the costs of AI use.

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Cited by 105 (Source: Google Scholar)

Ullaa, M. B., Peralesa, W. F., & Busbus, S. O. (2023). ChatGPT in language education: How to use it ethically?. Pasaa, 67(1), 361-377. https://digital.car.chula.ac.th/cgi/viewcontent.cgi?article=1796&context=pasaa 

Summary:

• The article discusses the ethical implications associated with the use of ChatGPT, an artificial intelligence tool, in language education.

• It reinforces the need of human interaction in education, ensuring AI acts as a supplement rather than a replacement.

• Authors emphasize clear communication about AI capabilities to foster critical thinking among students.

• Educators must navigate AI’s challenges, prioritizing data security, minimizing bias, and ensuring equitable access to AI benefits.

•  As technology is likely to continue evolving, educators must remain flexible and proactive in adopting changes and continuously assess the implications of new AI developments.

Cited by 6 (Source: Google Scholar)

* This summary was developed using Decopy’s AI.  Final content curated and edited by Anabell Rodriguez.

Hoang, P., Anh, H.T., Thư, Thi, N.A., Huong, N., Tra, Thao, L.T., & Thuy, P.T. University teachers ’ perceptions on the integration of ChatGPT in language education assessment: Challenges, benefits, and ethical considerations. https://www.semanticscholar.org/paper/University-Teachers-%E2%80%99-Perceptions-on-the-of-ChatGPT-Hoang-Anh/9beda6651284446e44a0d6c92b43a6e04ade8589?utm_source=direct_link 

Summary:

• The article discusses the ethical implications associated with the use of ChatGPT, an artificial intelligence tool, in language education.

• It reinforces the need of human interaction in education, ensuring AI acts as a supplement rather than a replacement.

• Authors emphasize clear communication about AI capabilities to foster critical thinking among students.

• Educators must navigate AI’s challenges, prioritizing data security, minimizing bias, and ensuring equitable access to AI benefits.

•  As technology is likely to continue evolving, educators must remain flexible and proactive in adopting changes and continuously assess the implications of new AI developments.

Cited by 6 (Source: Google Scholar)

* This summary was developed using Decopy’s AI.  Final content curated and edited by Anabell Rodriguez.