فصلنامه روندها و دستاوردها در فناوری یادگیری

فصلنامه روندها و دستاوردها در فناوری یادگیری

تأثیر بازخورد هوش مصنوعی بر انگیزش و یادگیری شخصی‌سازی‌شده در یادگیری زبان انگلیسی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه تکنولوژی آموزشی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
2 گروه علوم تربیتی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
چکیده
این پژوهش با هدف بررسی تأثیر بازخورد ابزارهای هوش مصنوعی بر انگیزش و یادگیری شخصی‌سازی‌شده دانش‌آموزان در یادگیری زبان انگلیسی انجام شد. روش تحقیق از نوع شبه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون بود. جامعه آماری شامل دانش‌آموزان متوسطه دوم بود که از میان آن‌ها 45 دانش‌آموز با استفاده از روش نمونه‌گیری هدفمند انتخاب و به سه گروه مساوی تقسیم شدند: گروه بازخورد معلم، گروه بازخورد هوش مصنوعی و گروه بازخورد ترکیبی. مداخله آموزشی در یک دوره 6 جلسه‌ای اجرا شد. ابزارهای پژوهش شامل پرسشنامه انگیزه پیشرفت هرمنس 1977 و پرسشنامه محقق‌ساخته یادگیری شخصی‌سازی‌شده بودند. برای تحلیل داده‌ها از روش تحلیل کوواریانس استفاده شد. نتایج نشان داد که هر دو گروه بازخورد هوش مصنوعی و بازخورد ترکیبی تأثیر معناداری بر افزایش انگیزه پیشرفت و ارتقاء یادگیری شخصی‌سازی‌شده دانش‌آموزان داشتند. همچنین، در مقایسه میان گروه‌ها، بازخورد ترکیبی به طور معناداری از بازخورد معلم مؤثرتر بود، اما در زمینه یادگیری شخصی‌سازی‌شده، تفاوت معناداری بین بازخورد هوش مصنوعی و بازخورد ترکیبی مشاهده نشد. این یافته‌ها نشان‌دهنده پتانسیل بالای هوش مصنوعی به عنوان یک ابزار کارآمد برای افزایش انگیزه و ارتقاء یادگیری شخصی‌سازی‌شده در دانش‌آموزان بود.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

The Impact of AI Feedback on Motivation and Personalized Learning in English Language Acquisition

نویسندگان English

Amir Hossein Seifi 1
Seyed Rasoul Emadi 2
Roshan Ahmadi 2
1 Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
2 Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran.
چکیده English

This research was conducted with the aim of investigating the impact of feedback from artificial intelligence tools on students' motivation and personalized learning in English language acquisition. The research method was quasi-experimental with a pre-test and post-test design. The statistical population included high school students, from whom 45 students were selected using a purposive sampling method and divided into three equal groups: a teacher feedback group, an AI feedback group, and a hybrid feedback group. The educational intervention was implemented over a 6-session period. The research instruments included the Hermans 1977 Achievement Motivation Questionnaire and a researcher-made personalized learning questionnaire. Covariance analysis was used to analyze the data. The results showed that both the AI feedback and hybrid feedback groups had a significant impact on increasing students' achievement motivation and enhancing their personalized learning. Furthermore, in a comparison among the groups, hybrid feedback was significantly more effective than teacher feedback, but in the area of personalized learning, no significant difference was observed between AI feedback and hybrid feedback. These findings indicate the high potential of artificial intelligence as an effective tool for increasing motivation and enhancing personalized learning in students.

کلیدواژه‌ها English

Artificial intelligence
Feedback
English language learning
Motivation
Personalized learning
Ali, N., Ahmed, L., & Rose, S. (2018). Identifying predictors of students’ perception of and engagement with assessment feedback. Active Learning in Higher Education, 19(3), 239-251. https://doi.org/10.1177/1469787417735609
Allen, T. J., & Mizumoto, A. (2024). ChatGPT Over My Friends: Japanese English-as-a-Foreign-Language Learners’ Preferences for Editing and Proofreading Strategies. RELC Journal, 0(0). https://doi.org/10.1177/00336882241262533
Asadi, M., Ebadi, S., & Mohammadi, L. (2025). The impact of integrating ChatGPT with teachers’ feedback on EFL writing skills. Thinking Skills and Creativity, 56, 101766. https://doi.org/10.1016/j.tsc.2025.101766
Barker, D. (2007). A personalized approach to analyzing ‘cost’and ‘benefit’in vocabulary selection. System, 35(4), 523-533. https://doi.org/10.1016/j.system.2007.09.001
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
Basham, J. D., Hall, T. E., Carter, R. A., & Stahl, W. M. (2016). An Operationalized Understanding of Personalized Learning. Journal of Special Education Technology, 31(3), 126-136. https://doi.org/10.1177/0162643416660835
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, 120, 197-212. https://doi.org/10.1016/j.compedu.2018.02.009
Brown, Tom, Benjamin Mann, Nick Ryder, Melanie Subbiah, Jared D. Kaplan, Prafulla Dhariwal, Arvind Neelakantan et al. "Language models are few-shot learners." Advances in neural information processing systems 33 (2020): 1877-1901.
Bruning, R., & Horn, C. (2000). Developing Motivation to Write. Educational Psychologist, 35(1), 25–37. https://doi.org/10.1207/S15326985EP3501_4
Cao, S., & Zhong, L. (2023). Exploring the effectiveness of ChatGPT-based feedback compared with teacher feedback and self-feedback: Evidence from Chinese to English translation. arXiv preprint arXiv:2309.01645. https://doi.org/10.48550/arXiv.2309.01645
Chen, C. M., & Chung, C. J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624-645. https://doi.org/10.1016/j.compedu.2007.06.011
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE access, 8, 75264-75278.
Er, E., Dimitriadis, Y., & Gašević, D. (2020). Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions. Assessment & Evaluation in Higher Education, 46(2), 169–190. https://doi.org/10.1080/02602938.2020.1764490
Escalante, J., Pack, A. & Barrett, A. AI-generated feedback on writing: insights into efficacy and ENL student preference. Int J Educ Technol High Educ 20, 57 (2023). https://doi.org/10.1186/s41239-023-00425-2
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition & Communication, 32(4), 365-387. https://doi.org/10.58680/ccc198115885
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445
Graham, S., & Sandmel, K. (2011). The Process Writing Approach: A Meta-analysis. The Journal of Educational Research, 104(6), 396–407. https://doi.org/10.1080/00220671.2010.488703
Guo, K., Wang, D. To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Educ Inf Technol 29, 8435–8463 (2024). https://doi.org/10.1007/s10639-023-12146-0
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
 Hayes, J. R. (2012). Modeling and Remodeling Writing. Written Communication, 29(3), 369-388. https://doi.org/10.1177/0741088312451260
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education promises and implications for teaching and learning. Center for Curriculum Redesign.
Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). Trends, Research Issues and Applications of Artificial Intelligence in Language Education. Educational Technology & Society, 26(1), 112–131. https://www.jstor.org/stable/48707971
Jansen, T., Vögelin, C., Machts, N., Keller, S., Köller, O., & Möller, J. (2021). Judgment accuracy in experienced versus student teachers: Assessing essays in English as a foreign language. Teaching and Teacher Education, 97, 103216. https://doi.org/10.1016/j.tate.2020.103216
 Junqueira, L., & Payant, C. (2015). “I just want to do it right, but it's so hard”: A novice teacher's written feedback beliefs and practices. Journal of Second Language Writing, 27, 19-36. https://doi.org/10.1016/j.jslw.2014.11.001
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and individual differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Klašnja-Milićević, A., Vesin, B., Ivanović, M., & Budimac, Z. (2011). E-Learning personalization based on hybrid recommendation strategy and learning style identification. Computers & education, 56(3), 885-899. https://doi.org/10.1016/j.compedu.2010.11.001
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence, 5, 100156. https://doi.org/10.1016/j.caeai.2023.100156
Lee, M., Liang, P., & Yang, Q. (2022, April). Coauthor: Designing a human-ai collaborative writing dataset for exploring language model capabilities. In Proceedings of the 2022 CHI conference on human factors in computing systems (pp. 1-19). https://doi.org/10.1145/3491102.3502030
Meyer, J., Jansen, T., Schiller, R., Liebenow, L. W., Steinbach, M., Horbach, A., & Fleckenstein, J. (2024). Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions. Computers and Education: Artificial Intelligence, 6, 100199. https://doi.org/10.1016/j.caeai.2023.100199
Mohamed, A. M. (2024). Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: perceptions of EFL Faculty Members. Education and Information Technologies, 29(3), 3195-3217.  https://doi.org/10.1007/s10639-023-11917-z
Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued Progress: Promising Evidence on Personalized Learning. Rand Corporation.
Pérez-Segura, J. J., Sánchez Ruiz, R., González-Calero, J. A., & Cózar-Gutiérrez, R. (2022). The effect of personalized feedback on listening and reading skills in the learning of EFL. Computer Assisted Language Learning, 35(3), 469–491. https://doi.org/10.1080/09588221.2019.1705354
Shatri, Z. G. (2020). Advantages and disadvantages of using ınformation technology in learning process of students. Journal of Turkish Science Education, 17(3), 420-428.
Shi, M. (2019). The effects of class size and instructional technology on student learning performance. The International Journal of Management Education, 17(1), 130-138. https://doi.org/10.1016/j.ijme.2019.01.004
Shibani, A., Knight, S., & Shum, S. B. (2020). Educator perspectives on learning analytics in classroom practice. The Internet and Higher Education, 46, 100730. https://doi.org/10.1016/j.iheduc.2020.100730
Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795
Slavuj, V., Meštrović, A., & Kovačić, B. (2016). Adaptivity in educational systems for language learning: a review. Computer Assisted Language Learning, 30(1–2), 64–90. https://doi.org/10.1080/09588221.2016.1242502
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/10.1016/j.asw.2023.100752
Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. https://doi.org/10.1016/j.caeai.2024.100270
Winkler, R., & Söllner, M. (2018, July). Unleashing the potential of chatbots in education: A state-of-the-art analysis. In Academy of management proceedings (Vol. 2018, No. 1, p. 15903). Briarcliff Manor, NY 10510: Academy of Management.
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2016). Supporting Learners’ Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist, 52(1), 17–37. https://doi.org/10.1080/00461520.2016.1207538
Yao, Y., Yu, S., Zhu, X., Zhu, S. & Pang, W. (2023). Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0233
Yu, S. (2021). Feedback-giving practice for L2 writing teachers: Friend or foe?. Journal of Second Language Writing, 52, 100798. https://doi.org/10.1016/j.jslw.2021.100798

  • تاریخ دریافت 11 شهریور 1404
  • تاریخ بازنگری 05 آذر 1404
  • تاریخ پذیرش 20 آذر 1404
  • تاریخ انتشار 01 دی 1404