INTEGRATING AI INTO LANGUAGE TEACHING PLATFORMS
https://doi.org/10.5281/zenodo.15581721
Kalit so‘zlar
Artificial intelligence, language platforms, adaptive learning, personalization, automation, second language acquisition, digital tools, educational technology, intelligent systemsAnnotasiya
The use of artificial intelligence (AI) to language learning platforms and its effects on second language acquisition (SLA) are examined in this study. Artificial intelligence (AI) technologies including natural language processing, intelligent tutoring systems, and automated feedback have become essential parts of contemporary digital language learning settings due to the rising demand for adaptive and individualized training. The results show that personalized pacing and more efficient feedback cycles are supported by AI- driven education, which enhances task focus and understanding. The study finds that although careful design and continuous evaluation are necessary for sustainable implementation, the learning experience can be greatly improved by the intelligent integration of AI into pedagogically based language systems.
Foydalanilgan adabiyotlar ro‘yhati
Baker, T., & Smith, L. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta.
https://www.nesta.org.uk/report/education-rebooted/
Fryer, L. K., & Carpenter, R. (2006). Bots as language learning tools. Language Learning & Technology, 10(3), 8–14. https://doi.org/10125/44065
Heil, C. R., Wu, J. S., Lee, J. J., & Schmidt, T. (2020). A review of mobile language learning applications: Trends, challenges, and opportunities. The EuroCALL Review, 28(1), 1–14. https://doi.org/10.4995/eurocall.2020.11317
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Liakin, D., Cardoso, W., & Liakina, N. (2015). Learning L2 pronunciation with a mobile speech recognition app: An exploratory study. CALICO Journal, 32(3), 512–537. https://doi.org/10.1558/cj.v32i3.26017
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education.
Ranalli, J. (2018). Automated written corrective feedback: How well can students make use of it? Computer Assisted Language Learning, 31(7), 653–674. https://doi.org/10.1080/09588221.2018.1428994
Tsai, Y. S., Poquet, O., Gašević, D., Dawson, S., & Pardo, A. (2020). Complexity leadership in learning analytics: Drivers, challenges, and opportunities. British Journal of Educational Technology, 51(3), 592–610. https://doi.org/10.1111/bjet.12959
Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412–430. https://doi.org/10.11139/cj.29.3.412-430
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-0
