Disertasi

Unveiling teachers’ perceptions: a journey into the use of artificial intelligence tools in english language teaching / Flora Debora Floris

Abstrak
This study aims to examine the discussions of English language teachers in the context of employing Artificial Intelligence (AI) tools for pedagogical purposes. Guided by three research questions it first explores how teachers articulate experiences with AI tools in selected Facebook groups. Second it aims to discern insights from these dialogues focusing on benefits challenges and effective AI practices in ELT. Finally it examines collaborative dynamics among educators in these virtual communities particularly in resource-sharing idea-exchange and discussions about individual AI use in teaching. In this qualitative study data were collected from six specified open Facebook groups covering the period up to May 19 2023. The dataset included 235 initial posts and 1 712 subsequent comments focusing on AI tools in ELT. The web scraping tool Apify facilitated data extraction which was later verified for accuracy and relevance by a panel of four experienced university educators. The study utilized Taguette and Ailyze as analytical software tools and incorporated thematic analysis along with two theoretical frameworks the Technological Pedagogical and Content Knowledge (TPACK) and the Virtual Communities of Practice (VCoP). The TPACK model is to assess teacher knowledge in technology pedagogy and content integration while the VCoP theory is to examine the dynamics within selected open Facebook groups. This study yielded notable findings. The first research question identifies a balance between technological proficiency and pedagogical intent highlighting the TPACK framework as a guiding structure. Ethical and psychological factors further complicate the adoption of AI. Teachers emerge as proactive contributors tailoring technology to meet educational goals. The second question uncovers both opportunities and challenges in AI usage as discussed in open Facebook groups. AI s potential to revolutionize ELT through instant feedback and cross-cultural engagement is considerable yet issues such as technology access and varying digital literacy among educators persist. These online platforms function as vital spaces for sharing resources and examining challenges thus enriching professional development. Finally the study situates these dialogues within the VCoP framework noting a transition from mere resource sharing to deep collaborative engagement. Interactions foster collective wisdom emphasizing the role of these online communities in ongoing Teacher Professional Development (TPD). In terms of implications the study s findings offer key insights for pedagogical practices and TPD in ELT with AI tools. It suggests that AI can be pivotal in teaching and curriculum design necessitating updates in teacher education to cover both theoretical and practical AI applications. The study also advocates for practitioner guidelines to navigate challenges in AI integration. Lastly it underscores the importance of social media platforms in TPD recommending policy changes to recognize virtual community participation as integral to professional development. Despite its rich insights the study does have specific limitations. Its data gathered from open Facebook groups may not represent the full spectrum of ELT teachers using AI tools. Moreover the time-bound nature of data collection and the absence of direct observational evidence are recognized as constraints. These limitations open avenues for future research that may involve longitudinal studies alternative online platforms and different methodological frameworks to enrich the understanding of AI s role in ELT. In conclusion this research contributes significantly to the existing literature on ELT and AI providing valuable insights and implications for both teaching practice and professional development. It simultaneously identifies areas where additional research could offer further enlightenment thereby laying a foundation for future scholarly endeavors.

Informasi Detail

DDC

Rd 420.76 FLO u

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2023.

Deskripsi Fisik

xxv, 288 lembar : ilus. ; 30 cm

Bahasa

No Reg

00195/RD/23

Edisi

Desertasi (Pasca sarjana) - Universitas Negeri Malang 2023

Subjek

1. BAHASA INGGRIS - STUDI DAN PENGAJARAN - PERSEPSI GURU
2. BAHASA INGGRIS - MEDIA PEMBELAJARAN - ARTIFICAL INTELLIGENCE
3. ENGLISH - STUDY AND TEACHING - TEACHERS' PERCEPTIONS

Pembimbing

1. Prof. Dra. Hj. Utami Widiati, M.a., Ph.d.;2. Prof. Dr. Yazid Basthomi, S.pd, M.a.

Lampiran Berkas