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The Effect of AI and Multiple Intelligences in Project-Based Learning on English Achievement
Abstract
The purpose of this study is to investigate the implementation of artificial intelligence and multiple intelligences (MI) in project-based learning (PBL) to improve English language proficiency of Chinese undergraduates. A quasi-experimental design was used, with students divided into experimental and control groups that consisted of 30 students each. The PBL treatment was tailored to each individual MI throughout 16 weeks as opposed to traditional learning in controls. Opposite to the initial hypotheses, quantitative data in the form of pre-post tests and questionnaires showed that significant results in English proficiency, motivation, and engagement were accomplished in the treatment condition. The combination of artificial intelligence and MI in PBL has a significantly greater impact in language learning results compared to the control group. It offered sound evidence to confirm the effectiveness of technology-enabled personalized PBL as a new emerging English language teaching approach in English language learning.
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