JLLT Volume 14 (2023) Issue 2 

I. Articles

Sandra Niedermeier (Hochschule Kempten, Deutschland) & Claudia Müller-Kreiner (Freiberufliche Trainerin, Deutschland):

Die Synergie von Künstlicher Intelligenz und digitalem Lernen im Fremdsprachenerwerb

Journal of Linguistics and Language Teaching 14 (2023) 2, 143-166 (PDF)

DOI  https://doi.org/10.5281/zenodo.14840174

Abstract (Deutsch)

Der vorliegende Artikel untersucht die sich ergänzenden Aspekte von Künstlicher Intelligenz (KI) und Lernen mit digitalen Medien im Bereich des Fremdsprachenerwerbs. Um eine Betrachtung möglicher Synergien in den Fokus zu rücken werden die jüngsten Fortschritte im digitalen Lernen dargelegt, wobei ein besonderer Schwerpunkt auf die Rolle von KI im Lehr-Lern-Kontext gelegt wird. Vorgestellt wird ebenso eine lehr-lerntheoretische Perspektive, die für die Entwicklungen im Bereich der Digitalisierung geeignet scheint. Darüber hinaus werden mögliche Auswirkungen dieser digitalen Fortschritte im Bildungsbereich auf den Fremdsprachenerwerb betrachtet und die Potentiale für den Fremdsprachenerwerb diskutiert, die sich aus der Kombination von KI und Lernansätzen mit digitalen Medien ergeben. Das Bewusstsein für die Bedeutung dieser Synergie soll geschärft und damit ein Beitrag zur Weiterentwicklung der Forschung im Bereich des Fremdsprachenerwerbs durch technologiegestütztes Lernen geleistet werden.

Abstract (English)

This article explores the relationship between Artificial Intelligence (AI) and digital media in foreign language acquisition. Recent advances in digital learning are outlined, with a particular emphasis on the role of AI in the teaching-learning context. Moreover, a teaching-learning theory perspective is presented that seems appropriate for developments in the field of digitalization. Additionally, this article considers the potential impact of digital advancements in education on foreign language learning. It also discusses the potential benefits of combining AI and learning approaches with digital media for foreign language learning. The objective is to increase awareness of the significance of this synergy and contribute to the further development of research in the field of technology-supported foreign language learning.

Ebru Pınar Elmacı Er (Sakarya University of Applied Sciences, Turkey) & Armin Weinberger (University of Saarland, Germany):

Exploring the Role of AI-Based Conversational Agents for Collaborative Learning of English as a Foreign Language 

Journal of Linguistics and Language Teaching 14 (2023) 2, 167-185 (PDF)

DOI  https://doi.org/10.5281/zenodo.14840309

Abstract

AI-based chat agents within educational settings present a promising pathway for bolstering collaborative learning (CL), especially in the sphere of English as a Foreign Language (EFL). This paper investigates the evolving role of chat agents based on Artificial Intelligence (AI) and Large Language Models (LLM), notably ChatGPT, in the landscape of CL specific to EFL. The primary aim is twofold: firstly, to discern the productive and unproductive applications of ChatGPT in a CL environment, and secondly, to investigate approaches for harnessing ChatGPT to amplify productive CL experiences in EFL contexts. We present a literature review addressing the main objective of this paper, i.e., the exploration of the productive and unproductive uses of ChatGPT for CL in the EFL context. The findings aim to provide insights into the capabilities and limitations of ChatGPT in fostering language skills, enhancing communication competence, and encouraging cooperative learning strategies among EFL learners. This present paper delineates approaches and possible pitfalls when employing AI chat agents in language learning, attempting to bridge the divide between AI technology and instructional design, aiming to facilitate a more informed and efficacious utilisation of AI within collaborative EFL learning environments.

Silvia Adamcová (University of Economics in Bratislava, Slovakia) & Michaela Rusch (University of Applied Sciences Zwickau, Germany):

Integrating Artificial Intelligence in Language Curricula: Empowering Students for Future Competencies

Journal of Linguistics and Language Teaching 14 (2023) 2, 187-202 (PDF)

DOI  https://doi.org/10.5281/zenodo.14840722

Abstract

In today's professional communication, a constant expansion of vocabulary is necessary to keep up with developments in technology and science. This paper looks at the current topic of artificial intelligence in relation to applications such as ChatGPT and chatbots. The investigation will also explore the potential of artificial intelligence in promoting and supporting linguistic skills. Additionally, the discussion will cover the implementation of these AI tools into foreign language curricula and classroom practices. Specific requirements for teachers and students are addressed under the aspect of future competencies, which represent a particular challenge given the high speed of diverse developments. This study contributes to the ongoing discussion regarding the role of artificial intelligence in higher education. Overall, this evaluation offers insights into a highly topical issue of AI application that will significantly influence linguistic and pedagogical practice in the future. 

Thomas Tinnefeld (Saarland University of Applied Sciences, Germany):

Artificial Intelligence in Foreign Language Teaching – Insights from an Interview with ChatGPT and Bard

Journal of Linguistics and Language Teaching 14 (2023) 2, 203-239 (PDF)

DOI  https://doi.org/10.5281/zenodo.14840938

Abstract

This article presents a comprehensive interview conducted with ChatGPT and Google Bard, investigating the role of Artificial Intelligence (AI) in the domain of Foreign Language Teaching. The primary objective of this interview, supported by subsequent analysis, is to provide valuable insights into the use, significance, and functions of AI in the context of foreign language teaching. Conducting this interview was motivated by the belief that discussing AI without seeking the opinions and estimations of prominent chatbots would be a notable gap in existing modern research. Both ChatGPT and Bard were posed the same ten questions. These questions explored various aspects, including AI as a paradigm shift in teaching methodology, the most affected areas by AI, the changing roles of teachers and students in the wake of AI, the future importance of language education, the assistance of AI in lesson preparation, the role of AI as a direct learning partner for students, the impact of AI on student assessment, and the future development of foreign language methodology. The responses obtained were, at times, predictable, while in other instances, they proved remarkable and insightful. It is crucial to emphasise that these AI systems should not be solely relied upon as references. It is highly recommended to compare their assessments with those of human experts and other publications to attain a more comprehensive understanding. From the perspective of these two AI systems, this interview represents the current state of the art.