A Discourse on Innovation of English Teaching in China from the Perspective of Artificial Intelligence

Xu, Baoxi; Margevica-Grinberga, Ieva

doi:10.18844/cjes.v16i5.6347

Cited by 3 publications

(3 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While Ćalušić (2021) views the eventual widespread adoption of these technologies in the language classroom as inevitable, he cautions against the view that artificial tools alone can teach lan-guage; rather, these tools must be designed to "assist teachers, not to replace them" (p. 39). Other surveys of the usage of such tools have made similar observations, both about the value of these tools and about the continued need for a human instructor, whose role may become more that of a facilitator, stepping in as needed as students train with software (De Smedt, 2002;Ceolin et al, 2016;Xu & Margevica-Grinberga, 2021;Mukherjee, 2020). Most of the tools designed thus far are for English language training (with China in particular planning to spend billions on AI-assisted English-language instruction), but tools to teach other languages are also being developed (Pokrivčáková, 2019;Xiao & Hu, 2019;Ćalušić, 2021;Orlandi, 2021;Xu & Margevica-Grinberga, 2021;Haristiani, 2019).…”

Section: Humanities and Language Artsmentioning

confidence: 92%

Artificial Intelligence and the Disruption of Higher Education: Strategies for Integrations across Disciplines

Hutson¹,

Jeevanjee²,

Graaf³

et al. 2022

View full text Add to dashboard Cite

Artificial intelligence (AI) and its impact on society have received a great deal of attention in the past five years since the first Stanford AI100 report. AI already globally impacts individuals in critical and personal ways, and many industries will continue to experience disruptions as the full algorithmic effects are understood. Higher education is one of the industries that will be greatly impacted; consequently, many institutions have begun accelerating its adoption across disciplines to address the fast-approaching market shift. Recent advances with the technology are especially promising for its potential to create and scale personalized learning for students, to optimize strategies for learning outcomes, and to increase access to a more diverse populations. In the US alone, colleges are predicted to witness a 48% growth in AI market between 2018-2022. Research has confirmed that the current use of AI in education (AIEd) leads to positive outcomes, including improved learning outcomes for students, along with increased access, increased retention, lower cost of education, and decreased time to completion. Future uses of AI will include the following: enabling engaging and interactive education anytime and anywhere; personalized AI mentors that will help students identify and reach their goals;

show abstract

Section: Humanities and Language Artsmentioning

confidence: 92%

Artificial Intelligence and the Disruption of Higher Education: Strategies for Integrations across Disciplines

Hutson¹,

Jeevanjee²,

Graaf³

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Content-based instruction (CBI) originated from Canada's Immersion Program for foreign English learners. Under CBI, language was considered as the medium to acquire new knowledge and was learned most effectively in purposeful, meaningful and social contexts [5]. CBI is widely used in language teaching settings and has been proven effective in improving students' linguistic skills, especially in communication.…”

Section: Content-based Inverted Class With the Assistance Of Aimentioning

confidence: 99%

A Content Based Course With the Assistance of Artificial Intelligence

Li,

Peng,

Keith

2024

Proceedings of the 3rd International Conference on New Media Development and Modernized Education, NMDME 2023, October 13–15, 2

View full text Add to dashboard Cite

This study aims to survey the efficacy of the inverted class under the concept of Content Based Instruction on postgraduate students' learning achievements. Two platforms are used in this mode: one employs mainstream collaborative filtering and Bayesian Probabilistic Matrix Factorization with big data management methods while the other utilizes a BP neural network and the model of Bi-directional Encoder Representations from Transformers. A pre-test/post-test design was adopted for this study. Results show that students of the lower English level in the experimental group performed better than those in the control group, but no significant difference was found for the high English level students between the two groups.

show abstract

“…In particular, several studies indicate various researches on artificial intelligence in different areas such as English education (Xu and Margeviča-Grinberga 2021), Mathematics education (Heins 2022), and discourse related to education and school context (Gocen and Aydemir 2020). In this matter, the higher education students tend to be more exposed to the newest platform and media of technology in their daily life especially for Visual Communication Design students.…”

Section: Introductionmentioning

confidence: 99%

Addressing Beliefs in the Implementation of Artifical Intelligence in Visual Communication Design: Theory of Planned Behaviour Perspectives

Laksani

2023

J.DES

View full text Add to dashboard Cite

The current situation of social development demands digitalization in all aspects of public life. The use of technology in education has some potential for improving cognitive abilities that emerge as essential benefits in the form of emotional and social perspectives. In this regard, as a foundation of cultural and learning process, education may serve as a starting point for the competent and aware deployment of Artificial Intelligence (AI). The descriptive qualitative study used to explore lecturers’ beliefs in the use of artificial intelligence for higher education especially in Visual Communication Design educational context. The data was collected through a semi structured interview with seven Visual Communication Design lecturers from state University in Surakarta. The result showed that the lecturers had positive beliefs towards the use of Artificial Intelligence in Education. According to the findings, the lecturers found that there were possibilities to have both advantages and disadvantages in the process. In doing so, the participants believed that AI was eligible to support cognitive skills although several factors can facilitate and hinder the implementation of the use of Ai in education.

show abstract

A Discourse on Innovation of English Teaching in China from the Perspective of Artificial Intelligence

Cited by 3 publications

References 3 publications

Artificial Intelligence and the Disruption of Higher Education: Strategies for Integrations across Disciplines

Artificial Intelligence and the Disruption of Higher Education: Strategies for Integrations across Disciplines

A Content Based Course With the Assistance of Artificial Intelligence

Addressing Beliefs in the Implementation of Artifical Intelligence in Visual Communication Design: Theory of Planned Behaviour Perspectives

Contact Info

Product

Resources

About