Enhancing Pre-Service Teachers' Global Englishes Awareness with Technology: A Focus on AI Chatbots in 3D Metaverse Environments

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-01-12 DOI:10.1002/tesq.3300

Seongyong Lee, Jaeho Jeon, Hohsung Choe

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引用次数: 0

Abstract

Although Global Englishes (GE) research continues to grow in English language teaching (ELT), the role of technology in enhancing GE awareness remains underexplored. Addressing this gap, the study investigates the potential of English as a lingua franca (ELF) interactions with artificial intelligence (AI) chatbots in raising GE awareness. Using a quasi-experimental design, 97 South Korean pre-service English teachers were divided into a control group (CG, n = 32) and two experimental groups (EG1, n = 31; EG2, n = 34) for 16-week teacher-training courses. The CG received no GE instruction, while EG1 conducted a presentation task and EG2 interacted with AI chatbots in 3D metaverse environments. We used a mixed-methods approach of pre- and post-test surveys and interviews. ANCOVA results for survey data showed that both tasks had positive effects on all facets of GE awareness (e.g., acceptance of one's local English, acceptance of other Englishes, native-speakerism, ELF confidence and intention, and willingness to incorporate GELT into teaching), with the AI chatbot task exerting a stronger effect on ELF confidence and intention. For practical implications, the findings outlined pedagogical strategies for integrating GELT into computer-assisted (CA) language learning. Theoretically, we proposed the CA-GELT approach for future research in the era of generative AI technology.

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利用技术提高职前教师的全球英语意识：关注 3D Metaverse 环境中的人工智能聊天机器人

尽管全球英语（GE）研究在英语教学（ELT）中持续增长，但技术在提高全球英语意识方面的作用仍未得到充分探索。针对这一空白，本研究调查了英语作为通用语（ELF）与人工智能（AI）聊天机器人互动在提高全球英语意识方面的潜力。采用准实验设计，97 名韩国职前英语教师被分为对照组（CG，n = 32）和两个实验组（EG1，n = 31；EG2，n = 34），参加为期 16 周的教师培训课程。对照组不接受通用英语教学，而 EG1 进行演示任务，EG2 在三维元宇宙环境中与人工智能聊天机器人互动。我们采用了测试前后调查和访谈的混合方法。调查数据的方差分析结果显示，两项任务都对通用英语意识的各个方面（例如，对本地英语的接受程度、对其他英语的接受程度、母语为英语的人的态度、英语语言学习者的信心和意向以及将通用英语语言教学法纳入教学的意愿）产生了积极影响，而人工智能聊天机器人任务对英语语言学习者的信心和意向产生的影响更大。就实际意义而言，研究结果概述了将 GELT 融入计算机辅助语言学习（CA）的教学策略。从理论上讲，我们为生成式人工智能技术时代的未来研究提出了 CA-GELT 方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.