Studies investigating coherence in teacher preparation often attempt to achieve comprehensive coherence across all components of training to optimize the educational process. Nevertheless, the ...pursuit of intense coherence presents notable challenges. To address these challenges, we propose the concept of portion coherence , exemplified by the Trio model, which guides pre-service teachers in integrating theories into their practices. Through a mixed-method study, we compared pre-service teachers’ perceptions of the importance and relevance of introductory courses at the semester’s outset and conclusion. While both groups reported a reduction in perceived importance, the intervention group noted a significantly smaller decline in perceived relevance compared to the control group. This suggests that models of portion coherence may enhance the perceived relevance of educational courses, while the perceived relevance of introductory education courses may serve as an indicator of cross-course coherence.
Technostress is a phenomenon in which rapid technological advancement affects teachers' psychological well-being. It is an emerging concern in English language education, which may be exacerbated by ...the advent of generative artificial intelligence (GenAI) tools such as ChatGPT. This study explores the factors that influence technostress among English language teachers using GenAI tools and strategies that can alleviate it. Based on the analysis of qualitative data from semi-structured interviews with 16 instructors at higher education institutions in Hong Kong, the study identifies the rapid advancement of AI technology, inadequate training and lack of experience as contributors to technostress. It also names mitigating strategies including targeted professional development, online engagement and gradual integration. These techniques can foster Technological Pedagogical Content Knowledge (TPACK) and reduce the challenges of incorporating GenAI into English teaching. The findings align with existing literature on the impact of technostress and the role of TPACK. The practical implications include the need for comprehensive training, supportive communities and a balanced approach to AI integration. This investigation also expands the theoretical understanding of technostress in English language teaching and the use of GenAI tools, providing empirical support for existing frameworks. It also suggests directions for future research, which could investigate teacher well-being, effective AI integration and the impact of TPACK.
Debate is a universally acknowledged competency for its vital role in fostering essential skills such as analytical reasoning, eloquent communication, and persuasive argument construction. This is ...relevant in both formal educational settings like classrooms and informal venues such as after-school clubs. Traditional debate training methods often face challenges in facilitating personalized learning, primarily due to the difficulty of securing a debate partner. However, the emerging field of generative AI offers a promising alternative. This study evaluates the effectiveness of DEBO, a debate education application that utilizes ChatGPT, an advanced language model by OpenAI. Focusing on university students actively involved in a debate club, six volunteers tested DEBO and participated in interviews to provide insights. The findings reveal that DEBO notably enhances divergent thinking and features a comprehensive analytics dashboard for in-depth performance analysis. However, there are few limitations including occasional shortcomings in debate quality, minor inaccuracies, and the need for faster response times. The study underscores the transformative potential of advanced language models like ChatGPT in reshaping debate education, while also identifying areas for further improvement.
Generative Artificial Intelligence (AI), especially machine learning models that autonomously generate human-like content, has recently attracted significant attention in the education sector. This ...paper explores the potential of generative AI, including tools like ChatGPT, to shift from traditional outcome-oriented educational practices to a more balanced approach that values both the learning process and its outcomes. Traditionally, education has emphasized achieving predefined results, but the advent of generative AI tools, which enable students to easily produce tangible results, calls for a reevaluation of these practices. This shift suggests a need for a broader focus that encompasses the entire learning process leading to the final product, thereby promoting an educational practice that equally emphasizes both the journey and the destination of learning. Recognizing that the implementation of such practices, facilitated by generative AI, still requires exploration, this paper proposes a solution that integrates the experiential learning cycle and learning portfolio. This approach is designed to demonstrate the realization of process-outcome-balanced educational practices through the use of a pedagogical AI agent.
In conventional ancient Chinese poetry learning, students tend to be under-motivated and fail to understand many aspects of poetry. As generative artificial intelligence (GAI) has been applied to ...education, image-GAI (iGAI) provides great opportunities for students to generate visualized images based on their descriptions of poems, and to situate students in a context similar to what a poem describes. In addition, the progressive prompt is a strategy that can progressively provide students with clues and guidance in technology-enhanced learning environments. Hence, this study proposed a progressive prompts-based image-GAI (PP-iGAI) approach to support students' ancient Chinese poetry learning. To evaluate its effectiveness, the present study employed a quasi-experiment design and recruited 80 fifth-grade elementary school students to engage in one of two conditions: one class was assigned as the experimental group and adopted the PP-iGAI approach, while the other class was assigned as the control group and used the conventional prompt-based iGAI (C-iGAI) approach. The results revealed that the PP-iGAI approach could better promote students' learning achievement, extrinsic motivation, problem-solving awareness, critical thinking, and learning performance. In addition, no significant differences were found in the two groups' cognitive load. Moreover, the results of the interview disclosed the learning perceptions and experiences of both groups. Accordingly, the present study can provide a reference not only for ancient Chinese poetry learning but also for the application of GAI in educational fields for future research.
Professional trainers are responsible for teaching novice employees. However, the conventional approach to training professional trainers is generally a lecture-based mode, implying that they often ...lack the opportunity to learn to make use of practical cases encountered by novice employees, to explore problem-solving methods, to objectively evaluate the performance of novice employees, and to provide timely feedback. To deal with this problem, a ChatGPT-based Question-Exploration-Evaluation (QEE) training mode was proposed in this study. An experiment was conducted in a ＂teaching evaluation skills and feedback＂ training program for clinical teachers in a hospital to explore the effects of the ChatGPT-based QEE (ChatGPT-QEE) training mode on clinical teachers' learning achievement, critical thinking consciousness, and teaching evaluation skills and teaching feedback quality. It was found that the ChatGPT-QEE training approach was better than the conventional QEE training mode in terms of enhancing clinical teachers' learning achievement and critical thinking consciousness. Moreover, the ChatGPT-QEE group showed better teaching evaluation skills in the knowledge and description dimensions than the conventional QEE group, and the clinical teachers' teaching feedback quality in the aspects of skepticism and descriptiveness improved. Accordingly, several suggestions for future research are provided based on the findings of the present study.
The Action-oriented Approach Enrica Piccardo, Brian North
Multilingual Matters,
2019, 2019-07-31, 2019-07-24, Letnik:
72
eBook, Book
This book presents the background to the current shift in language education towards action-oriented/action-based teaching, and provides a theorization of the Action-oriented Approach (AoA). It ...discusses the concepts and theories that paved the way for the AoA and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism. The authors explain the way in which the Common European Framework of Reference for Languages (CEFR) and its recent update, the CEFR Companion Volume, broaden the scope of language education, in particular in relation to the actional turn. The book provides scholars and practitioners with a research-informed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.
The revolutionary breakthrough of ChatGPT has significantly impacted various fields, including education. To produce maximum benefit in education from this innovative technology, it should be ...properly integrated into educational settings to create effective ways for learning while paying attention to ethical considerations. Understanding students' use and opinions of ChatGPT for educational purposes can provide valuable insight for practitioners and researchers to establish best practices for its proper adoption. In this regard, the aim of this study is to examine the attitudes and perspectives of university students toward using ChatGPT in their courses. A survey was conducted with 88 students from a Turkish state university. The hypotheses were constructed based on the Technology Acceptance Model (TAM). Partial-Least-Square-Structural-Equation-Model (PLS-SEM) was used to analyze the research hypotheses and confirm the research model. The findings of the study demonstrate that students mostly have a positive attitude toward using ChatGPT in education, affected by emotions, privacy concerns, and social influence. However, they also have ethical concerns about the way ChatGPT is used in classes and about the potential negative impacts of ChatGPT on creativity and productivity. The findings of this study have significant implications for re-considering traditional educational settings in light of contemporary technological advancements.
AbstractA long-term perspective on how technology will mature is needed whereby robotics and artificial intelligence (AI) have accomplished a consequential and remarkable impact by finding their way ...into mainstream higher education. Robots have already become an indispensable factor in society and possess high potency as a part of educational technology. Social robot education is limited to complementing the digital aptitude of students in the world of information, and the role of social robots is crucial in polishing students ‘cognitive and social abilities. This study reviews the effectiveness of social robots in education, where we highlight the application of educational robots, surrounded by a blend of social robots and enactive didactics, which could lead to promising ideas for tutoring activities in education. It is empirically proven that social robots can assist with literature, science, or technology education. We synthesize the role of social robots in education and weigh their pros and cons by examining the impact of their appearance on robots’ performance as tutors, tools, or peers in learning exercises. The current study is the first bibliometric analysis that reflects robots’ impact in the education field as tutors and learning companions. A total of 288 articles were reviewed, and the data were extracted to construct an overview through bibliometrics. The outcome of this study paves the way for educational institutes to make informed and fruitful decisions on the applicability of robots, which can help them comprehend the learning styles of students and create knowledgeable and well-adjusted learners.
Literature regarding the gap between the conceptualization of inequality and school staffs’ perception of it in Norwegian schools is scarce. Therefore, we explore the challenges that Norwegian school ...staff have experienced as they work to ensure inclusive education at three schools. We address this challenge by examining three purposefully selected maximum variation schools that are located in a large Norwegian city. This is a qualitative study based on 25 in-depth interviews with school personnel regarding their understanding of anti-oppressive education of children. A relational approach and critical theory are used to organize and explain nested contextual systems. The narratives from school staff are used to identify their perception of their roles in combatting oppression, their patterns of interaction with others within the school community, and their constructions of “otherness.” The theoretical approach comprises a framework that is based on a social network analysis, trust and belonging, and the staff’s perception of their school’s context in relation to anti-oppressive values in critical race theory. We identify various challenges at each urban school that relate to social and organizational factors and discuss how investigating professionals’ meaning-making enables more nuanced images of the Nordic educational model.
