Artificial Intelligence-Based Content Generator Technology for Young English-as-a-Foreign-Language Learners’ Reading Enjoyment

Artificial intelligence has recently seen tremendous growth, and been applied to several fields, including the second-language domain. In this article, we share an innovative practice based on one of potential artificial intelligence technologies for second-language teaching and learning – artificia...

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Bibliographic Details
Published in:RELC journal 2023-08, Vol.54 (2), p.508-516
Main Authors: Lee, Jang Ho, Shin, Dongkwang, Noh, Wonjun
Format: Article
Language:English
Subjects:
Artificial Intelligence
Computer Assisted Instruction
English as a second language instruction
Foreign Countries
Instructional Innovation
Language
Program Evaluation
Reading Instruction
Reading Interests
Reading Motivation
Reading preferences
Second Language Instruction
Second Language Learning
Second language reading
Second language reading instruction
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Summary:Artificial intelligence has recently seen tremendous growth, and been applied to several fields, including the second-language domain. In this article, we share an innovative practice based on one of potential artificial intelligence technologies for second-language teaching and learning – artificial intelligence-based content generator, which generates texts based on user’s keywords. In total, 121 young English-as-a-foreign-language learners participated in the study, with half of them having engaged in the artificial intelligence-based content generator-based activity, and the other half having received traditional English-as-a-foreign-language reading instruction. We examined the extent to which the artificial intelligence-based content generator-based activity could influence the participants’ foreign language enjoyment and interests in reading English books, and the participants were given the survey addressing these variables, prior to and after the innovative practice. It was found that the condition based on the artificial intelligence-based content generator-based activity was more effective in terms of enhancing the target variables, and that the group which engaged in the artificial intelligence-based content generator-based activity was largely in favor of artificial intelligence-based content generator technology. Pedagogical implications for employing this technology in second-language contexts are provided.
ISSN:0033-6882
1745-526X
DOI:10.1177/00336882231165060