- Title
- Exploring the potential of generative AI in democratizing English language education
- Creator
- Tafazoli, Dara
- Relation
- Computers and Education: Artificial Intelligence Vol. 7, Issue December 2024, no. 100275
- Publisher Link
- http://dx.doi.org/10.1016/j.caeai.2024.100275
- Publisher
- Elsevier
- Resource Type
- journal article
- Date
- 2024
- Description
- This study investigates the transformative potential of Generative Artificial Intelligence (GenAI), particularly ChatGPT, in addressing educational challenges faced by Iranian English language teachers (N = 23). Drawing on qualitative data from focus group sessions, semi-structured interviews, and reflective essays, the study reveals five key themes: accessible learning materials, personalized learning experiences, addressing ideological influences, overcoming technological barriers, and combating isolation from global trends. The findings highlight GenAI's capacity to provide diverse and up-to-date learning materials tailored to individual learners' needs, address ideological biases, and facilitate cross-cultural communication. Moreover, GenAI offers personalized professional development opportunities for teachers, bridging the digital divide and empowering teachers with diverse levels of digital literacy. By integrating GenAI into English language instruction, teachers can overcome longstanding challenges, foster critical thinking, and promote intellectual freedom and open-mindedness among students. The study demonstrates GenAI's potential to promote inclusive education by providing tailored learning experiences that accommodate diverse cultural backgrounds and learning needs.
- Subject
- generative artifical intelligence (GenAI); ChatGPT; educational challenges; English language teachers; qualitative study; SDG 4; SDG 9; SDG 10; Sustainable Development Goal
- Identifier
- http://hdl.handle.net/1959.13/1512687
- Identifier
- uon:56659
- Identifier
- ISSN:2666-920X
- Rights
- © 2024 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
- Language
- eng
- Full Text
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