دورية أكاديمية
The Effects of AI-Guided Individualized Language Learning: A Meta-Analysis
| العنوان: | The Effects of AI-Guided Individualized Language Learning: A Meta-Analysis |
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| اللغة: | English |
| المؤلفون: | Hansol Lee (ORCID |
| المصدر: | Language Learning & Technology. 2024 28(2):134-162. |
| الإتاحة: | National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| Descriptors: | Artificial Intelligence, Teaching Methods, Learning Processes, Computer Software, Individualized Instruction, Meta Analysis, Research Reports, Instructional Effectiveness, Outcomes of Education, Second Language Learning, Second Language Instruction, Prediction, Blended Learning, Evidence Based Practice |
| تدمد: | 1094-3501 |
| مستخلص: | Artificial intelligence (AI) has considerably advanced the methods for individualizing language learning opportunities, such as assessing learning progress and recommending effective individual instruction. In the present study, we conducted a meta-analysis to synthesize recent empirical findings pertaining to the utilization of AI-guided language learning and collected 61 samples (N = 8,282) from 17 research projects (e.g., Assessment to Instruction [A2i], Duolingo, and Project LISTEN). The results of our meta-analysis confirmed that AI-guided individualized language learning was effective for learners' language development (d = 1.18, based on 26 within-group samples, N = 2,262) and had an overall positive treatment effect compared to business-as-usual conditions (d = 0.39, based on 35 between-group samples, N = 6,020). Moreover, the results of our moderator analyses for the treatment effect revealed that AI-guided language learning with machine learning and hybrid systems were more impactful than those with rule-based systems, which may be more helpful (compared to the former) in understanding how predictions are made from a pedagogical perspective. Evidence-based implications are provided based on the results of this meta-analysis. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1428021 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1094-3501 |
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