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Rethinking Language Education in the Age of Generative AI [Kõva köide]

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  • Formaat: Hardback, 228 pages, kõrgus x laius: 254x178 mm, kaal: 610 g, 44 Tables, black and white; 11 Line drawings, black and white; 18 Halftones, black and white; 29 Illustrations, black and white
  • Ilmumisaeg: 19-May-2025
  • Kirjastus: Routledge
  • ISBN-10: 1032731419
  • ISBN-13: 9781032731414
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Rethinking Language Education in the Age of Generative AISuurem pilt
  • Formaat: Hardback, 228 pages, kõrgus x laius: 254x178 mm, kaal: 610 g, 44 Tables, black and white; 11 Line drawings, black and white; 18 Halftones, black and white; 29 Illustrations, black and white
  • Ilmumisaeg: 19-May-2025
  • Kirjastus: Routledge
  • ISBN-10: 1032731419
  • ISBN-13: 9781032731414
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781032731414.html
Märksõnad:

This book bridges the gap between theory, research, and practice in AI and language education. Through conceptual pieces, empirical studies, and practical applications, this book provides critical insights and implications for reimagining language education in the age of generative AI.



Rethinking Language Education in the Age of Generative AI bridges the gap between theory, research, and practice in AI and language education. Through conceptual pieces, empirical studies, and practical applications, this book provides critical insights and implications for reimagining language education in the age of generative AI.

The contributors explore a wide range of issues, reflections, and innovations in AI and language education across diverse contexts, including English as a Second Language (ESL), English as a Foreign Language (EFL), foreign language learning, postsecondary pathways programs for international students, and language teacher education programs. Topics examined include critical AI literacy, GenAI-informed second language teaching and assessment, teacher and student perceptions, tool development for language learning, as well as ethical considerations, policies, and guidelines. The book incorporates interdisciplinary perspectives, such as L2/foreign language studies, education, and applied linguistics, as well as global insights from countries like the United States, Canada, South Korea, Thailand, Indonesia, and the Philippines.

This book is essential for students and researchers seeking to leverage AI to enhance language teaching and learning in innovative, critical, ethical, and responsible ways.

Part I: Conceptual Pieces 1. A Five Ecosystems Approach to Generative AI in Language Classrooms
2. Language Teacher Preparation for an AI world: A Human Ecological perspective Part II: Empirical Studies 3. Human-AI Teaming:Exploring Indigenous Perspectives of Human-AI Collaboration in Language Education in Thailand, Philippines, and Indonesia
4. Modality or Authenticity? The Role of Authentic versus AI-generated Texts in Language Learner Motivation and Engagement
5. ChatGPT-3 Policies in the Making: Identifying Blind Spots and Supporting the Language Needs of International Students
6. Using Large Language Models to Facilitate Oral Proficiency Interview Practice for English Language Learners Part III: Practical Applications 7. Generative AI and Language Teacher Education and Pedagogy
8. Charting New Waters: Exploring the Role of ChatGPT in Postsecondary Pathways Programs
9. AI-Integrated English Language Teaching in K-12 Classrooms: Insights from South Korea
10. Implementing AI Chatbots in L2 University Courses: Building Pragmatic Competence and Critical Digital Literacy
11. Scaffolded Integration of ChatGPT to Promote Language and Culture Learning

Zhongfeng Tian is an assistant professor of Bilingual Education at Rutgers UniversityNewark, USA. His research, grounded in translanguaging theory, focuses on collaborating with pre- and in-service teachers to foster equitable, inclusive, and socially just learning environments for bi/multilingual students in ESL and dual language bilingual education contexts.

Chaoran Wang is an assistant professor of Writing and a Multilingual Writing Specialist at Colby College, USA. Her research examines multilingual literacy and the role of technology through the intersecting perspectives of applied linguistics, writing studies, and educational technologies.