Generative artificial intelligence
Asghar Moulavinafchi
Abstract
The rapid integration of Artificial Intelligence (AI) into education has transformed teaching and research practices, particularly in the context of English as a Foreign Language (EFL). However, the effective adoption of AI in EFL research requires a deep understanding of AI literacy and stakeholder ...
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The rapid integration of Artificial Intelligence (AI) into education has transformed teaching and research practices, particularly in the context of English as a Foreign Language (EFL). However, the effective adoption of AI in EFL research requires a deep understanding of AI literacy and stakeholder perceptions. This mixed-methods study investigates Iranian EFL researchers' AI literacy, perceptions of AI applications, and their implications for research and pedagogy. Quantitative data were collected through a validated AI Literacy Questionnaire administered to 112 participants, measuring nine dimensions of AI literacy, including technical skills, ethical considerations, and emotional regulation. Results revealed low AI literacy levels across all dimensions, with significant gaps in advanced skills like AI creation and ethical analysis. Cluster analysis identified three proficiency groups: high, moderate, and low, with the majority falling into the low proficiency category. Qualitative data from semi-structured interviews with 16 participants highlighted both positive and negative perceptions of AI in research. While participants acknowledged AI's potential for enhancing data analysis, time efficiency, and writing accuracy, concerns included ethical risks, data privacy issues, and overreliance on AI, which could stifle creativity and critical thinking. These findings underline the pressing need for targeted training programs and policy interventions to enhance AI literacy among Iranian EFL researchers, fostering responsible and effective AI integration in research and education.
Mohammad Aliakbari; Fatemeh Fadaeian
Abstract
Acknowledging the difference in the lexical backgrounds of students and teachers aids in having a realistic picture of how learning happens. Translanguaging promotes learning by exploring the multilingual capabilities of students. However, it is not sufficient to only account for the learner aspect of ...
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Acknowledging the difference in the lexical backgrounds of students and teachers aids in having a realistic picture of how learning happens. Translanguaging promotes learning by exploring the multilingual capabilities of students. However, it is not sufficient to only account for the learner aspect of the matter. One way of considering the influence of educators is to start conversations about teacher immunity. Language teacher immunity allows teachers to function effectively at school and to appreciate new approaches. A few studies have been carried out to evaluate the association between Translanguaging and teacher immunity. This study tried to fill the gap in the literature by surveying 207 Iranian EFL teachers’ perceptions toward translanguaging. This study aimed at finding connections between Translanguaging and teacher immunity in order to potentially develop teacher resilience by utilizing the full potential of the students’ lexicon. Participants were from both genders and were different in terms of their experience, native language, and their current field of study. Findings indicate that Iranian EFL teachers have a moderate sense of immunity in their pedagogies. Approximately 61% of the participants chose to teach English using both Persian and English and 54% think using Persian to teach English is beneficial for students. Mostly, participants reported that they sometimes encourage and personally use Persian to teach English in different activities. Finally, the educators’ views of taking advantage of the full range of language resources of students by translanguaging techniques could not be clarified by their competence in dealing with complicated work conditions.
Rana Najjari; Gholam-Reza Abbasian
Volume 2, Issue 4 , November 2015, , Pages 90-77
Abstract
This study investigated Iranian EFL teachers’ and learners’ perceptions and attitudes towards integrating Internet in EFL instruction; and the congruence of their attitudes and perceptions. As a mixed-method research, the data was collected both through questionnaires and interviews. Chi-square ...
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This study investigated Iranian EFL teachers’ and learners’ perceptions and attitudes towards integrating Internet in EFL instruction; and the congruence of their attitudes and perceptions. As a mixed-method research, the data was collected both through questionnaires and interviews. Chi-square test was run for quantitative data and the qualitative data were transcribed, coded and thematized. The findings gathered from both qualitative and quantitative methods showed that both teachers and learners had positive perceptions and attitudes towards integrating Internet in EFL instruction and indicated that the factors like lack of facilities and hardware equipment limit Internet integration in Iranian setting. Moreover, the groups indicated that using Internet in EFL instruction and teaching process could be facilitative because of more accessibility to authentic sources, possibility of teacher-student interaction out of the educational environment and improvement of acquiring English learning skills in a faster and efficient way.
