How to use artificial intelligence in the english language learning classroom
Nowadays, it's expected that the Fourth Industrial Revolution will bring crisis to English education. This means we don't need any English teachers in the classroom, nor do we need any English education, if we have a machine for English instruction. In Korea, English education has been trying to change from education styles based on cramming and memorization to ones based on communication. However, those people who blamed the cramming and memorizing learning methods for a limited ability to communicate in English are going to embrace the machine itself with the fourth revolution. The purpose of communication is to convey a message. However, it can be delivered very differently depending on speakers’ emotions and feelings which machines do not possess. Therefore, the Fourth Revolution does not have to replace English education. Instead, it should work in cooperation with English education. The purpose of this study is to develop an English class model that uses Artificial Intelligence through Flipped Learning. To do this, English class modules were introduced in blended classes with Flipped Learning class procedures. The model of Cubillos and Ilvento 12 was used to measure self-efficacy, along with a checklist asking about academic self-efficacy, learning motivation, and class satisfaction. Each item consisted of five Likert scales. Questions were answered using the Likert expression 5 point scale, 1 point for ‘not at all’, 2 points for ‘not’, 3 points for ‘normal’, 4 points for ‘yes’ and 5 points for ‘very’, respectively. To find out students’ language achievement, a paired t test was used. The reliability of the test used in the study was tested through Cronbach's α. The reliability of the items was analyzed over.70.
As a result of the study, it was found that an English class model using Artificial Intelligence through Flipped Learning has a positive impact on students’ self-efficacy. There was a statistically significant difference (p<.05) between the experimental group and the control group in their speaking ability according to teaching methods. Also, in case of academic achievement, there was a significant difference between the two groups in listening and speaking achievement according to teaching methods. In terms of academic self-efficacy, task difficulty (M = 2.95) did not reach the average (M=3.18). For motivation, external motivation was higher (M = 3.89) than intrinsic motivation (M = 3.20), and in case of class satisfaction, evaluation and feedback (M = 3.26) stayed in the lowest range. Evaluation and feedback are somewhat new to the students.
This study may be worthwhile in that it gives educators an opportunity to think about the student-centered class and merits in presenting an effective English learning model as a new learning strategy. However, this research has its limitations in that there is some difficulty in generalizing the results because in the present study, the academic self-efficacy and learning motivation on academic achievement was statistically significant, but the influence was very different from the theoretical background of the previous studies. Also the small size of the subjects may also have influenced the result of this study, so subsequent studies will require more comprehensive research including these factors.
The Fourth Industrial Revolution, Artificial Intelligence, Flipped Learning, Drawn from title, Word representing the work.