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Exploring GenAI as an Alternative to Traditional Language Learning
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Author(s): Ulaş Eroglu (Mediterranean (Akdeniz) University, Turkey), Çağla Oran (Mediterranean (Akdeniz) University, Turkey), Kübra Severdim (Mediterranean (Akdeniz) University, Turkey), Koray Kutay Çelik (Mediterranean (Akdeniz) University, Turkey)and Başak Eda Hancı-Azizoglu (Mediterranean (Akdeniz) University, Turkey)
Copyright: 2027
Pages: 22
Source title:
Encyclopedia of Modern Artificial Intelligence
Source Author(s)/Editor(s): Mehdi Khosrow-Pour, D.B.A. (Founding Editor-in-Chief, Information Resources Management Journal (IRMJ), USA)
DOI: 10.4018/407558
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Abstract
This article examines the effects of Generative Artificial Intelligence (GenAI) in English as a Foreign Language education on feedback, authentic and autonomous learning, and learner motivation. The article specifically inquiries into how GenAI-powered tools, such as large language model-based chatbots, affect the personalization of feedback and the implications of such effects on traditional written and oral feedback. The article concludes by highlighting the effectiveness of chatbots in enhancing motivation, ease of navigation through learning topics, counseling, tutoring, and autonomy, whilst noting the risks associated with potential data security vulnerabilities and ethical concerns that can result from the implementation of GenAI-powered tools in traditional educational settings.
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