EFL Learner Perceptions and Engagement of a Customized AI-led Class

IF 3.6 2区 文学 Q1 LINGUISTICS
Seungeun Lee
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引用次数: 0

Abstract

Technological advancement has enabled language educators to employ AI virtual humans as online instructors by customizing their characteristics, such as English varieties, to meet learners’ needs and preferences. As AI instructors become a viable option in classrooms, how they affect language learners’ learning warrants investigation. Building upon social presence theory regarding interpersonal relationships in an online environment, this study aimed to examine the role of social presence and AI instructors’ credibility in fostering learner engagement. Additionally, it examined the effects of variables within instructors on instructor credibility and learner engagement. In the study, a 2 (human or AI) x 2 (native or non-native English-speaking teacher) between-subjects design was utilized in an online experiment with 120 English learners. Regression and mediation analyses revealed, in AI-led classes, social presence positively influenced learner engagement, with instructor credibility fully mediating this relationship. According to a two-way MANOVA analysis used to examine the effects of humanness and nativeness on credibility and engagement, no evidence was found to support a difference between AI instructors and their human counterparts when observing learners’ perceptions and engagement, regardless of whether the instructors were NESTs or NNESTs. The results show that AI instructors can be a viable alternative in language classes.
英语学习者对人工智能定制课堂的看法和参与度
技术的进步使语言教育工作者能够采用人工智能虚拟人作为在线教师,通过定制其特征(如英语种类)来满足学习者的需求和偏好。随着人工智能教师成为课堂教学的可行选择,他们如何影响语言学习者的学习值得研究。本研究以在线环境中人际关系的社会存在理论为基础,旨在研究社会存在和人工智能讲师的可信度在促进学习者参与方面的作用。此外,研究还考察了教员内部变量对教员可信度和学习者参与度的影响。研究采用了 2(人类或人工智能)x 2(英语为母语或非母语的教师)的主体间设计,对 120 名英语学习者进行了在线实验。回归和中介分析表明,在人工智能主导的课堂上,社交存在对学习者的参与度有积极影响,而教师的可信度则完全中介了这种关系。通过双向 MANOVA 分析,研究了人性化和本地化对可信度和参与度的影响,结果发现,无论教员是 NESTs 还是 NNESTs,在观察学习者的感知和参与度时,没有证据支持人工智能教员与人类教员之间存在差异。研究结果表明,在语言课堂上,人工智能讲师是一种可行的替代方案。
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
Relc Journal
Relc Journal LINGUISTICS-
CiteScore
8.10
自引率
10.00%
发文量
64
期刊介绍: The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.
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