Author Information
Andry Sophocleous, University of Cyprus, CyprusElena Ioannidou, University of Cyprus, Cyprus
Abstract
Technological advancements in AI educational tools have led to the ‘technologisation of education’ where technology is used to enhance pedagogical ventures in improving teaching, learning, and even support disadvantaged students in improving their performance. This study explores the potential of Artificial Intelligence (AI) as a scaffolding tool to support middle school students’ multimodal literacy development at B1+ CEFR level in EFL classrooms. It specifically examines 1) in what ways can AI tools support EFL learners’ multimodal literacy; and 2) what students’ views are as regards using AI tools in their creative projects. The study was conducted over a period of 10 weeks with 60 multilingual Year 8 students (13-14 years old) from a middle state school in Nicosia, Cyprus. Students completed five group projects that required the use of their digital skills to create digital stories, multimedia presentations, blogs, podcasts, and comic strips; complemented by infographic creations. The projects were largely informed by a Task-Based Language Learning approach and intended to provide real-life relevance, stimulate creativity and collaborative learning, and enhance digital skills and language learning. Pre- and post-tests were administered to examine gains relevant to language proficiency and digital composing skills. The qualitative data obtained from student surveys and focus group interviews provide insights into students’ views regarding AI tools and the support they provide in students’ writing. The findings of the study contribute to discussions regarding EFL writing pedagogy and the integration of AI-driven writing practices into multilingual classrooms.
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