AI-generated storytelling for socially just EFL pedagogy: Exploring learner emotions through Fraser's justice theory

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2024-12-28 DOI:10.1016/j.system.2024.103588

Akram Ramezanzadeh , Saman Ebadi

{"title":"AI-generated storytelling for socially just EFL pedagogy: Exploring learner emotions through Fraser's justice theory","authors":"Akram Ramezanzadeh , Saman Ebadi","doi":"10.1016/j.system.2024.103588","DOIUrl":null,"url":null,"abstract":"<div><div>This study explored the emotional trajectories of Iranian language learners through AI-powered storytelling tasks to reveal how their emotional narratives facilitated the adoption of socially just practices, as viewed through Fraser's (2009) integrated theory of social justice. Twelve female language learners at the intermediate level participated in the study. They were invited to share their stories through both big and small stories, which were then thematically analyzed, using hermeneutic phenomenology. This study utilized hybrid thematic analysis, which combined inductive and deductive thematic analysis processes. Three themes were extracted: a) emotional discomfort through AI-generated troubled knowledge, b) open vulnerability as a possibility for social justice, and c) caring as a space for peacebuilding. As findings indicated, AI-powered storytelling offered a space for the pedagogy of discomfort focusing on emotions such as shame and anger, post-liberal enactment of vulnerability as an ontological turn in ELT, and caring as a peacebuilding practice for cultivating inclusive and anti-oppressive global citizenship in language teaching. Generating uneasiness through discomforting emotions was found to be a practice for decolonizing ELT through witnessing. Beyond components of participatory parity, findings confirmed that social justice and peace are inextricably linked in the context of ELT offered by AI-powered tasks.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"129 ","pages":"Article 103588"},"PeriodicalIF":4.9000,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X24003737","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This study explored the emotional trajectories of Iranian language learners through AI-powered storytelling tasks to reveal how their emotional narratives facilitated the adoption of socially just practices, as viewed through Fraser's (2009) integrated theory of social justice. Twelve female language learners at the intermediate level participated in the study. They were invited to share their stories through both big and small stories, which were then thematically analyzed, using hermeneutic phenomenology. This study utilized hybrid thematic analysis, which combined inductive and deductive thematic analysis processes. Three themes were extracted: a) emotional discomfort through AI-generated troubled knowledge, b) open vulnerability as a possibility for social justice, and c) caring as a space for peacebuilding. As findings indicated, AI-powered storytelling offered a space for the pedagogy of discomfort focusing on emotions such as shame and anger, post-liberal enactment of vulnerability as an ontological turn in ELT, and caring as a peacebuilding practice for cultivating inclusive and anti-oppressive global citizenship in language teaching. Generating uneasiness through discomforting emotions was found to be a practice for decolonizing ELT through witnessing. Beyond components of participatory parity, findings confirmed that social justice and peace are inextricably linked in the context of ELT offered by AI-powered tasks.

查看原文本刊更多论文

求助全文

约1分钟内获得全文求助全文

来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.