AI-Assisted English Language Learning and Teaching in a Developing Country: An Investigation of ESl Student’s Beliefs and Challenges

会议论文
发表日期：

2024年

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Gemma Amante-Nochefranca,
Olga Orbase-Sandal,
Ericson Olario Alieto,
Izar Usman Laput,
Salman Ebod Albani,
Rochelle Irene Lucas,
Manuel Tanpoco

摘要

This empirical study addresses the beliefs and challenges of English as a Second Language (ESL) students in a developing country in relation to AI-assisted English language learning. The research utilizes a descriptive-quantitative design to answer four key research questions. Firstly, it explores the challenges faced by ESL students when learning English with AI assistance in a developing country. Secondly, it examines the beliefs of ESL students in this context regarding AI-assisted English language learning. Additionally, the study investigates potential gender differences in beliefs about using AI for English language learning. Finally, it explores variations in challenges faced when using AI-assisted English language learning across different gender. An adopted research questionnaire was employed to gather data from senior high school students. The analysis revealed some significant gender differences in the beliefs and challenges faced by male and female respondents when learning English with AI assistance.