Abstract
In the era of artificial intelligence (AI), integrating generative AI tools is a major issue among researchers and practitioners in the educational field. Research showed that AI tools, such as Chat GPT, play an important role in the process of language learning, improving comprehension, and facilitating communication for both students and educators. In addition, English language skills are considered of great value in the labor market and research. However, many students struggle to deal with the academic requirements in English during their studies. Hence,this study aims to develop the English-Based-Learning (EBL) method in the Department of Education and Teacher Training. This innovative pedagogical method involves exposing students to presentations and speaking in English using AI technology, implemented in higher education content courses delivered in the Hebrew language. The current study aims to examine how feelings of self-efficacy in a foreign language, effort investment in the English language, student teachers’ professional identity, and technological confidence are influenced by this innovative program. To examine this program, we used quantitative and qualitative research methods. A longitudinal study was conducted at two-time points during one academic semester (N=105). In the first stage, questionnaires were administered to students before the start of the program (both in courses participating in the program and in control group courses not participating in the program). In the second stage, questionnaires were administered to students in all study groups at the end of the semester. In the qualitative part, students participating in the program were asked to write reflections at the end of the semester. Results showed a positive relationship between technological confidence and self-efficacy in a foreign language. In addition, when comparing between groups, it was found that the increase in investment and use of the English language was higher in the research group compared to the control group (an increase of 0.57 compared to 0.22). Results of the qualitative research showed satisfaction with the EBL program; students reported that overcoming challenges led to a high sense of self-efficacy and willingness to invest effort in using English. In addition, the experience of presenting in a foreign language strengthened their professional identity as teachers and exposed them to advanced technological tools. The current study may contribute to improving the quality of teachers and students and provide practical implications for educators, especially in the developing field of research on the integration of artificial intelligence technology in teaching and learning.
Translated title of the contribution | Innovative Pedagogy and Artificial Intelligence in Teachers' Training Program English-Based-Learning (EBL) |
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Original language | Hebrew |
Pages (from-to) | 395-414 |
Number of pages | 20 |
Journal | הלאה |
Volume | 5 |
State | Published - 2024 |
IHP Publications
- ihp
- Technological innovations
- Education
- Teaching
- Artificial intelligence
- Teachers -- Training of
- English language
- Student teachers
- Self-efficacy
- English language -- Study and teaching
- Learning
- Personality and occupation
- Technology
- Teachers -- In-service training