Аннотация
Background of EFL Education
English as a Foreign Language (EFL) education is vital for university students, enabling global academic and professional engagement, with over 1.5 billion learners worldwide [1]. University EFL programs focus on communicative competence in reading, writing, speaking, and listening, often using communicative language teaching (CLT) methods. Technology, from computer-assisted language learning (CALL) to mobile-assisted language learning (MALL), has reshaped EFL instruction [2]. However, large class sizes (often 1:30 student-teacher ratios) and standardized curricula limit personalization, hindering fluency development
Как цитировать
Библиографические ссылки
X. Chen, H. Xie, and G.-J. Hwang, “A multi-perspective study on artificial intelligence in education,” Comput. Educ.: Artif. Intell., vol. 1, p. 100005, 2020.
X. Wang et al., “Learners’ perceived AI presences in AI-supported language learning,” Comput. Assist. Lang. Learn., vol. 35, no. 4, pp. 1–24, 2022.
H. Yang and S. Kyun, “The current research trend of artificial intelligence in language learning,” Australasian J. Educ. Technol., vol. 38, no. 5, pp. 180–210, 2022.
W. Wei, “Artificial intelligence in language instruction,” Front. Psychol., vol. 14, p. 1262384, 2023.
J. Fan and Q. Zhang, “From literacy to learning,” Heliyon, vol. 10, no. 17, p. e37158, 2024.
F. Ouyang, L. Zheng, and P. Jiao, “Artificial intelligence in online higher education,” Educ. Inf. Technol., vol. 27, no. 6, pp. 7893–7925, 2022.
L. Kohnke, B. L. Moorhouse, and D. Zou, “ChatGPT for language teaching and learning,” RELC J., vol. 54, no. 2, pp. 537–550, 2023.
H. Crompton and D. Burke, “Artificial intelligence in higher education,” Int. J. Educ. Technol. Higher Educ., vol. 20, no. 1, p. 22, 2023.
Биография автора
Zhainash Nurzhanova , Gumilyov Eurasian National University, Astana
[1] X. Chen, H. Xie, and G.-J. Hwang, “A multi-perspective study on artificial intelligence in education,” Comput. Educ.: Artif. Intell., vol. 1, p. 100005, 2020.
[2] X. Wang et al., “Learners’ perceived AI presences in AI-supported language learning,” Comput. Assist. Lang. Learn., vol. 35, no. 4, pp. 1–24, 2022.
[3] H. Yang and S. Kyun, “The current research trend of artificial intelligence in language learning,” Australasian J. Educ. Technol., vol. 38, no. 5, pp. 180–210, 2022.
[4] W. Wei, “Artificial intelligence in language instruction,” Front. Psychol., vol. 14, p. 1262384, 2023.
[5] J. Fan and Q. Zhang, “From literacy to learning,” Heliyon, vol. 10, no. 17, p. e37158, 2024.
[6] F. Ouyang, L. Zheng, and P. Jiao, “Artificial intelligence in online higher education,” Educ. Inf. Technol., vol. 27, no. 6, pp. 7893–7925, 2022.
[7] L. Kohnke, B. L. Moorhouse, and D. Zou, “ChatGPT for language teaching and learning,” RELC J., vol. 54, no. 2, pp. 537–550, 2023.
[8] H. Crompton and D. Burke, “Artificial intelligence in higher education,” Int. J. Educ. Technol. Higher Educ., vol. 20, no. 1, p. 22, 2023.
Авторы
Guldona Rajapova
Nukus State Pedagogical Institute named after Ajiniyaz
Zhainash Nurzhanova
Gumilyov Eurasian National University, Astana
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