College ESP education using AI teaching and learning tools: Exploring a new educational paradigm for low-achieving learners
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This action research explores the impact of Artificial Intelligence (AI) tools, including ChatGPT, on low-achieving learners in a college English for Specific Purposes (ESP) course designed for Electronic Engineering majors. Out of 26 enrolled students, five with the lowest pre-diagnostic test scores volunteered to participate. The course aimed to improve their major-related English skills by integrating these AI tools to support their learning. Data were collected through various methods, including focus group interviews, in-depth individual interviews, classroom observations, learner reflection journals, and the researcher’s reflection journal as a professor. The study focuses on three key areas: changes in learning experiences and outcomes when AI tools are utilized, learners’ perceptions of these tools, and strategies for optimizing their effectiveness. The findings suggest that AI tools, such as ChatGPT, can meaningfully enhance the English learning experience by providing quick access to information and encouraging active engagement. Acting as valuable resources, particularly for low-achieving students, these tools help learners navigate complex reading and improve their writing and speaking skills. As personalized tutors, AI tools adapt to each student’s unique needs, ultimately boosting learning outcomes. However, careful integration is essential to address potential challenges and to ensure that AI tools complement, rather than replace, traditional learning methods.
Abstract
This action research explores the impact of Artificial Intelligence (AI) tools, including ChatGPT, on low-achieving learners in a college English for Specific Purposes (ESP) course designed for Electronic Engineering majors. Out of 26 enrolled students, five with the lowest pre-diagnostic test scores volunteered to participate. The course aimed to improve their major-related English skills by integrating these AI tools to support their learning. Data were collected through various methods, including focus group interviews, in-depth individual interviews, classroom observations, learner reflection journals, and the researcher’s reflection journal as a professor. The study focuses on three key areas: changes in learning experiences and outcomes when AI tools are utilized, learners’ perceptions of these tools, and strategies for optimizing their effectiveness. The findings suggest that AI tools, such as ChatGPT, can meaningfully enhance the English learning experience by providing quick access to information and encouraging active engagement. Acting as valuable resources, particularly for low-achieving students, these tools help learners navigate complex reading and improve their writing and speaking skills. As personalized tutors, AI tools adapt to each student’s unique needs, ultimately boosting learning outcomes. However, careful integration is essential to address potential challenges and to ensure that AI tools complement, rather than replace, traditional learning methods.
참고문헌 (45)
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