整合AI在巴基斯坦的ESL教室:教师的实践,观点,以及对学生表现的影响
Tahir Saleem1, Aisha Saleem2, Dr Muhammad Aslam3
1Professor, Department of English, University of Central Punjab, Lahore, Pakistan.
PloS one
|September 30, 2025
概括
人工智能 (AI) 显著改善了巴基斯坦的英语作为第二语言 (ESL) 技能. 人工智能工具增强了词汇和写作,但基础设施和培训等挑战需要解决,以实现有效的整合.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 教育中的人工智能
背景情况:
- 人工智能 (AI) 在英语作为第二语言 (ESL) 教育中的全球采用正在增长.
- 在资源有限的环境中,特别是巴基斯坦,它的有效性在很大程度上未经审查.
研究的目的:
- 调查AI工具在巴基斯坦ESL课堂中的整合.
- 分析AI对教师教学实践,学生学习成果和实施挑战的影响.
主要方法:
- 采用了一种混合方法的方法.
- 数据收集包括在16周内对100名本科生进行的课堂观察,焦点小组和前/后测试.
- 一个实验组使用了人工智能工具 (Grammarly,QuillBot),而对照组没有.
主要成果:
- 与对照组相比,实验组的词汇 (+45%) 和写作技巧 (+46%) 显著改善.
- 人工智能工具有效地支持语法纠正和词汇增强.
- 定性数据强调了由于基础设施,教师培训和文化因素造成的局限性.
结论:
- 当人工智能与教师支持和文化相关的设计相结合时,它可以在资源不足的环境中增强ESL教学.
- 解决基础设施和培训障碍对于成功的AI集成至关重要.
- 对文化敏感的人工智能实施是最大限度地提高各种教育环境中的好处的关键.
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