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Language Education in the Age of AI and Emerging Technologies
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Language Education in the Age of AI and Emerging Technologies

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 October 2022) | Viewed by 61394

Special Issue Editors

Dr. Di Zou

E-Mail Website
Guest Editor
Department of English Language Education, The Education University of Hong Kong, Hong Kong
Interests: vocabulary acquisition; technology-enhanced language learning; game-based language learning; flipped classroom; AI in language education
Special Issues, Collections and Topics in MDPI journals
Dr. Lucas Kohnke

E-Mail Website
Guest Editor
Department of English Language Education, The Education University of Hong Kong, Tai Po, Hong Kong
Interests: artificial intelligence; smart technology; educational technology; teacher education; blended and online learning; machine learning
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Telecommunications and information technology have become important aids to language learning and a vital feature in second and foreign language classrooms. Language students once worked on large computers in labs, listening to tapes, whereas today, teachers and students walk around with laptops or mobile phones capable of carrying out more than the large mainframe computers of the 1960s. The rapid development of artificial intelligence (AI), virtual reality (VR), and augmented reality (AR) has the potential to facilitate English language learning and reshape language education. Innovative technologies empower and boost students’ learning by improving engagement, retention, confidence, fluency, flexibility, and personalization in and outside of the classroom. Therefore, it is important for researchers and practitioners to share how they have implemented innovative technologies in different learning environments. 

This Special Issue will address theoretical issues, research, and practical guidelines on the use of contemporary telecommunications and information technology, especially AI, VR, and AR, in language education. It will provide researchers and practitioners with insights and inspiration to apply the latest technologies in their professional settings.

We invite researchers and practitioners who are engaged in technology-enhanced language learning to share and exchange theoretical contributions, good practices, and research experiences. Topics of interest for this Special Issue include, but are not limited to, the following:

  1. AI for language education; 
  2. Virtual learning environments (AR, VR, MR, and XR) for language education; 
  3. Smart learning environments for language education;
  4. Intelligent agents (assistants) and conversational robots (Chabot) for language education; 
  5. Intelligent tutoring systems for language education;
  6. Automatic writing evaluation (AWE);
  7. Big data in language education; 
  8. Natural language processing for language education;
  9. Educational data mining for language education; 
  10. Educational technology-assisted assessment and feedback; 
  11. Digital teacher competence;
  12. Teacher training in new technologies.

Dr. Di Zou
Dr. Lucas Kohnke
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • artificial intelligence
  • big data
  • automatic writing evaluation
  • natural language processing
  • data mining
  • virtual learning environments
  • intelligent tutoring system
  • digital teacher competence
  • teacher training
  • AR
  • VR
  • XR
  • MR

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (9 papers)

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18 pages, 12008 KiB  
Article
Adoption of the PICRAT Model to Guide the Integration of Innovative Technologies in the Teaching of a Linguistics Course
by Lixun Wang
Sustainability 2023, 15(5), 3886; https://doi.org/10.3390/su15053886 - 21 Feb 2023
Cited by 5 | Viewed by 6944
Abstract
Due to the pandemic, more and more innovative technologies have been integrated into language education for blended and online learning. However, teachers often feel overwhelmed by various available technologies, and they need a framework that will guide them to integrate innovative technologies into [...] Read more.
Due to the pandemic, more and more innovative technologies have been integrated into language education for blended and online learning. However, teachers often feel overwhelmed by various available technologies, and they need a framework that will guide them to integrate innovative technologies into their teaching effectively. This paper reports on the adoption of the PICRAT model that guided the integration of innovative technologies in the teaching of an undergraduate level linguistics course. The PICRAT model is a pedagogical framework for technology integration in education: students’ relationship with technology can be passive, interactive, and creative (PIC), and teachers’ use of technologies may replace, amplify, and transform (RAT) traditional practices. Guided by the PICRAT model, a wide range of innovative e-learning tools/resources were adopted in the course, such as VR applications, Flipgrid video sharing, EdPuzzle interactive video lectures, and Wikibook project. A total of 105 students participated in the course, and a questionnaire survey and follow-up interviews were conducted to collect students’ feedback regarding the adoption of the PICRAT model in the course. The findings suggest that by systematically adopting various technologies to replace, amplify, and transform traditional practices, the teacher managed to turn students from passive learners into interactive and creative learners, leading to enhanced student performances and satisfactory learning outcomes. Full article
(This article belongs to the Special Issue Language Education in the Age of AI and Emerging Technologies)
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19 pages, 1188 KiB  
Article
Supporting Speaking Practice by Social Network-Based Interaction in Artificial Intelligence (AI)-Assisted Language Learning
by Bin Zou, Xin Guan, Yinghua Shao and Peng Chen
Sustainability 2023, 15(4), 2872; https://doi.org/10.3390/su15042872 - 5 Feb 2023
Cited by 68 | Viewed by 13334
Abstract
In recent decades, the rapid development of artificial intelligence (AI) technology has led to the increasing use of AI speaking apps in foreign language learning. This research investigates the impact of social network-based interaction on students’ English speaking practice with the assistance of [...] Read more.
In recent decades, the rapid development of artificial intelligence (AI) technology has led to the increasing use of AI speaking apps in foreign language learning. This research investigates the impact of social network-based interaction on students’ English speaking practice with the assistance of AI speaking apps in China. During the summer vacation, 70 students from different Chinese universities and majors were recruited for the experiment. They were required to practice speaking skills with AI apps for five weeks and were divided into two groups. Participants in the experimental group were encouraged to engage in various interactive activities when practicing speaking with AI apps, while those in the control group were asked to use AI speaking apps without interaction. Data were collected through questionnaires and semi-structured interviews as well as pre-and post-tests. The results indicated that students generally held positive attitudes towards interactive activities when using AI apps to practice their spoken English. The finding also showed that social network-based interaction can effectively improve learners’ speaking skills in the AI context. This study contributes to the research on the implementation and promotion of AI speaking apps with social networking and extends the previous studies on network-based interaction to the AI-assisted learning environment. An investigation of interactions based on Chinese social network-based platforms such as WeChat can be further applied to other social networking platforms such as Facebook or WhatsApp in different cultural contexts for AI-assisted speaking practice. Full article
(This article belongs to the Special Issue Language Education in the Age of AI and Emerging Technologies)
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15 pages, 270 KiB  
Article
Understanding Digital Identity during the Pandemic: An Investigation of Two Chinese Spanish Teachers
by Shikun Li, Junjie Gavin Wu, Jing Bian, Zhishuo Ding and Yuliang Sun
Sustainability 2023, 15(2), 1208; https://doi.org/10.3390/su15021208 - 9 Jan 2023
Cited by 2 | Viewed by 2668
Abstract
During combatting the COVID-19 pandemic, the most widespread change in Spanish as a foreign language instruction is imperative online teaching. It demands that language teachers move all teaching activities to virtual platforms, facilitating the construction of their digital identities. However, there is scarce [...] Read more.
During combatting the COVID-19 pandemic, the most widespread change in Spanish as a foreign language instruction is imperative online teaching. It demands that language teachers move all teaching activities to virtual platforms, facilitating the construction of their digital identities. However, there is scarce attention on Spanish teachers’ professional development, given the necessity of understanding the evolvement of their identities across virtual learning platforms. Through the lens of a case study, this research explores the digital identities of Spanish as a foreign language teachers during the school lockdown in 2022. The data includes semi-structured interviews, virtual classroom discourse, lesson plans, and reflective writing. The results show that Spanish teachers formed multiple digital identities, including curriculum innovators, vulnerable actors, involuntary team workers, overseas returnees, and academic researchers. Among them, the first three are core identities, while overseas returnees and academic researchers are peripheral identities. Regardless, they were formed and negotiated under the influence of teachers’ past experiences, the exercise of agency, emotional vulnerability, and social context. In addition, a contradictory belief in teaching was also identified during the formation of Chinese Spanish teachers’ digital identities. Full article
(This article belongs to the Special Issue Language Education in the Age of AI and Emerging Technologies)
19 pages, 3222 KiB  
Article
AI-Assisted Enhancement of Student Presentation Skills: Challenges and Opportunities
by Julia Chen, Pauli Lai, Aulina Chan, Vicky Man and Chi-Ho Chan
Sustainability 2023, 15(1), 196; https://doi.org/10.3390/su15010196 - 22 Dec 2022
Cited by 20 | Viewed by 10746
Abstract
Oral presentation is a popular type of assessment in undergraduate degree programs. However, presentation delivery and grading pose considerable challenges to students and faculty alike. For the former, many students who learn English as an additional language may fear giving oral presentations in [...] Read more.
Oral presentation is a popular type of assessment in undergraduate degree programs. However, presentation delivery and grading pose considerable challenges to students and faculty alike. For the former, many students who learn English as an additional language may fear giving oral presentations in English due to a lack of confidence. For the latter, faculty who teach multiple classes and have many students may find it difficult to spend adequate time helping students refine their communication skills. This study examines an AI-assisted presentation platform that was built to offer students more opportunities for presentation training without the need for faculty intervention. Surveys with students and teachers were conducted to inform the design of the platform. After a preliminary platform was developed, two methods were employed to evaluate its reliability: a beta test with 24 students and a comparison of AI and human scoring of the presentation performance of 36 students. It was found that students are highly receptive to the platform, but there are noticeable differences between AI and human scoring abilities. The results reveal some limitations of AI and human raters, and emphasize the potential benefit of exploring collaborative AI–human intelligence. Full article
(This article belongs to the Special Issue Language Education in the Age of AI and Emerging Technologies)
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11 pages, 652 KiB  
Article
Rediscovering the Uptake of Dashboard Feedback: A Conceptual Replication of Foung (2019)
by Dennis Foung and Lucas Kohnke
Sustainability 2022, 14(23), 16169; https://doi.org/10.3390/su142316169 - 3 Dec 2022
Viewed by 1609
Abstract
Learning analytics has been widely used in the context of language education. Among the studies that have used this approach, many have developed a dashboard that aims to provide students with recommendations based on data so that they can act on these suggestions [...] Read more.
Learning analytics has been widely used in the context of language education. Among the studies that have used this approach, many have developed a dashboard that aims to provide students with recommendations based on data so that they can act on these suggestions and improve their performance. To further our understanding of dashboard research, this study aims to replicate an earlier study using a new data mining strategy, association rule mining, to explore if the new strategy can (1) generate comparable results; and (2) provide new insights into feedback uptake in dashboard systems. The original study was conducted with 423 students at a Hong Kong university and implemented a dashboard for a suite of first-year composition courses. It used a classification tree to identify factors that could predict the uptake of tool-based and general recommendations made by the dashboard. After performing association rule mining with the original data set, this study found that this approach allowed for the identification of additional useful factors associated with the uptake of general and tool-based recommendations with a higher accuracy rate. The results of this study provide new insights for dashboard research and showcase the potential use of association rule mining in the context of language education. Full article
(This article belongs to the Special Issue Language Education in the Age of AI and Emerging Technologies)
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18 pages, 3078 KiB  
Article
Developing an AI-Based Learning System for L2 Learners’ Authentic and Ubiquitous Learning in English Language
by Fenglin Jia, Daner Sun, Qing Ma and Chee-Kit Looi
Sustainability 2022, 14(23), 15527; https://doi.org/10.3390/su142315527 - 22 Nov 2022
Cited by 41 | Viewed by 9118
Abstract
Motivated by the rapid development and application of artificial intelligence (AI) technologies in education and the needs of language learners during the COVID-19 pandemic, an AI-enabled English language learning (AIELL) system featuring authentic and ubiquitous learning for the acquisition of vocabulary and grammar [...] Read more.
Motivated by the rapid development and application of artificial intelligence (AI) technologies in education and the needs of language learners during the COVID-19 pandemic, an AI-enabled English language learning (AIELL) system featuring authentic and ubiquitous learning for the acquisition of vocabulary and grammar in English as a second language (L2) was developed. The aim of this study was to present the developmental process and methods used to design, develop, evaluate, and validate the AIELL system and to distil key design features for English learning in authentic contexts. There were 20 participants in the tests, with three interviewees in the study. Mixed research methods were employed to analyse the data, including a demonstration test, a usability test, and an interview. The quantitative and qualitative data collected and analysed affirmed the validity and usability of the design and helped identify areas for further improvements to the desired features. This study informs the integration of AI into facilitating language teaching and learning guided by the mobile learning principle. Full article
(This article belongs to the Special Issue Language Education in the Age of AI and Emerging Technologies)
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18 pages, 1417 KiB  
Article
Extending the UTAUT Model of Gamified English Vocabulary Applications by Adding New Personality Constructs
by Kexin Zhang and Zhonggen Yu
Sustainability 2022, 14(10), 6259; https://doi.org/10.3390/su14106259 - 20 May 2022
Cited by 20 | Viewed by 3986
Abstract
Learning vocabulary through mobile applications has gained momentum in recent years. However, little is known about what elements motivate or demotivate learners to use the applications. This research thus aims at finding out factors that may influence users’ intention to use certain gamified [...] Read more.
Learning vocabulary through mobile applications has gained momentum in recent years. However, little is known about what elements motivate or demotivate learners to use the applications. This research thus aims at finding out factors that may influence users’ intention to use certain gamified English vocabulary apps and their actual use of the applications based on the unified theory of acceptance and use of technology (UTAUT). This study complements the missing link through structural equation modeling based on the data collected from a large-scale online questionnaire survey. The results show that performance expectancy (PE), facilitating conditions (FC), and attitudes towards behavior (ATB) are positively correlated with behavioral intention (BI) while effort expectancy (EE), social influence (SI), and openness (OP) are negatively correlated with BI. However, no significant correlation was found between emotional stability (ES), positive competition (PC), and perseverance of effort (POE) and BI as predicted. In addition, behavioral intention (BI) and actual use (AU) are strongly correlated. However, unlike some of the previous studies, the result of this study does not present a significant relationship between FC and actual use (AU). Future research may include participants with diversified cultural backgrounds and extend the constructs further to psychology. Full article
(This article belongs to the Special Issue Language Education in the Age of AI and Emerging Technologies)
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15 pages, 9140 KiB  
Article
Research on Art Teaching Practice Supported by Virtual Reality (VR) Technology in the Primary Schools
by Jing Hui, Yueliang Zhou, Mohamed Oubibi, Weifeng Di, Lixin Zhang and Sijia Zhang
Sustainability 2022, 14(3), 1246; https://doi.org/10.3390/su14031246 - 22 Jan 2022
Cited by 85 | Viewed by 8428
Abstract
Nowadays, teaching and learning methods are constantly changing with the development and popularization of information technology. Many teaching activities are exploring the integration of virtual technology. However, the specific effects of VR are challenging to verify. In this paper, “teaching in VR environment” [...] Read more.
Nowadays, teaching and learning methods are constantly changing with the development and popularization of information technology. Many teaching activities are exploring the integration of virtual technology. However, the specific effects of VR are challenging to verify. In this paper, “teaching in VR environment” and “traditional teaching” were designed to carry out a series of teaching comparison practices between two groups of a primary school. By analyzing the experimental data of the experimental group and the control group, the research found that it is easier to enter mental flow in virtual reality, and the introduction of virtual reality technology is positively correlated with learning engagement. What is more, compared with traditional teaching and learning methods, virtual reality technology and related software can help individuals give full play to their creativity. Full article
(This article belongs to the Special Issue Language Education in the Age of AI and Emerging Technologies)
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5 pages, 208 KiB  
Case Report
Interrogating Structural Bias in Language Technology: Focusing on the Case of Voice Chatbots in South Korea
by Lee Jin Choi
Sustainability 2022, 14(20), 13177; https://doi.org/10.3390/su142013177 - 14 Oct 2022
Cited by 5 | Viewed by 1957
Abstract
The increasing use of language technology applications requires a more critical evaluation of the current state of language technology and its application than simply viewing it as an ideal and effective language learning aid. While an increased number of scholars have examined the [...] Read more.
The increasing use of language technology applications requires a more critical evaluation of the current state of language technology and its application than simply viewing it as an ideal and effective language learning aid. While an increased number of scholars have examined the issue of potential biases and hidden ideologies in language technology such as racism and gender discrimination, little attention has been paid to how the newly emerging language technology can contribute to reproduce the native speaker fallacy. This paper, focusing on the case of voice chatbots in Korea, critically examines how learning technology, in particular language technology applications, can potentially reproduce and reinforce the essentialist discourse of native speakerism, which posits native speaker accents as an ideal form of English and marginalizes nonnative English teachers and students. Full article
(This article belongs to the Special Issue Language Education in the Age of AI and Emerging Technologies)
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