Abstract
Advancements in generative artificial intelligence (AI) have the potential to enhance language learning. As the educational use of generative AI is still in its nascency, understanding learners’ experiences and perceptions is crucial. This preliminary study used a 5-point Likert scale to explore the experiences and attitudes of 77 Japanese university students in one social sciences class and one humanities class toward incorporating text-generating AI into English learning. We found that approximately 70% of the participants had prior experience with text-generating AI. Their necessity and interest scores in acquiring AI skills averaged 4 or higher in both classes, with social science students demonstrating significantly higher levels than humanities students, suggesting a greater need for AI in careers such as data analysis. Furthermore, their interest in using AI for English learning averaged a score of 4 for humanities students and 3.8 for social science students, with no significant difference between the groups. Approximately 50–60% of the students in both classes did not use AI for English learning. Economics students demonstrated significantly higher perceived necessity of and interest in AI skills compared to their interest in using text-generating AI for English learning, indicating a gap in how students from different faculties value AI skills. As their interest levels may increase with experience, guidance on the use of AI in English learning is crucial. These findings can help tailor educational strategies to the unique needs of different student groups while integrating AI tools into English language learning.
Author Information
Harumi Kashiwagi, Kobe University, Japan
Min Kang, Kobe University, Japan
Paper Information
Conference: ACE2024
Stream: Design
This paper is part of the ACE2024 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
Comments
Powered by WP LinkPress