AI in the language classroom. Helping students continue learning in an age of possible shortcuts
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Author (Corporation)
Publication date
12/2024
Typ of student thesis
Course of study
Collections
Type
01B - Magazine or newspaper article
Editors
Editor (Corporation)
Supervisor
Parent work
ETAS Journal
Special issue
Focus: Artificial Intelligence (AI)
DOI of the original publication
Link
Series
Series number
Volume
41
Issue / Number
2
Pages / Duration
25-27
Patent number
Publisher / Publishing institution
ETAS English Teachers Association, Switzerland
Place of publication / Event location
Geneva
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
The integration of AI in education offers immense potential for enhancing learning but poses risks of over-reliance, superficial engagement, and skill erosion. This article examines how AI can both support and challenge language learning, emphasizing the need for educators to maintain a focus on process-oriented tasks to ensure learners develop essential skills. By critically evaluating AI-generated outputs and encouraging thoughtful task design, teachers can guide students to use AI responsibly while fostering creativity, critical thinking, and deeper understanding. Practical examples and recommendations are provided to help educators navigate this evolving landscape.
Keywords
Künstliche Intelligenz, Artificial Intelligence, Fremdsprachenunterricht
Subject (DDC)
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
1660-6507
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
New Work
Publication status
Published
Review
Peer review of the complete publication
Open access category
Gold
License
Citation
Montemarano, F., & Williams Leppich, L. (2024, December). AI in the language classroom. Helping students continue learning in an age of possible shortcuts. ETAS Journal, 41(2), 25–27. https://doi.org/10.26041/fhnw-11425