Speaker
Description
This pilot study investigated two main components: the use of ChatGPT for generating speech scripts, and the integration of DeepL/Google Translate and Google Docs for pronunciation checking and practice. Specifically, ChatGPT served as an online tutor and the generator of speech scripts for the participants. In addition, the audio function of DeepL/Google Translate and the Automatic Speech Recognition (ASR) function of Google Docs were employed for pronunciation checks and reading practice. These elements were selected to determine how task designs utilizing Generative AI and online tools could support effective language learning. Five graduate students from a U.S. university, participated to evaluate the educational integration and impact of Generative AI and online tools. Additionally, an online survey explored the impact of task design on learners’ attitudes toward technology integration in language learning. Participants’ feedback and reflections offered insights into the tools’ effectiveness, usability, and acceptance in their language learning process. Results suggest that strategic task design incorporating Generative AI and online tools not only has the potential to foster autonomous learning but also to positively influence learners' perceptions toward the use of technology. However, the study highlighted the importance of addressing ethical considerations in deploying these technologies, suggesting that responsible and informed use of Generative AI and online tools is crucial in educational settings. The findings have practical implications for designing and implementing online tools and contribute to the discourse on Generative AI integration in language learning and teaching. This presentation will also introduce curriculum ideas utilizing this combination of Generative AI and online tools for future applications.
| Keywords | technology-mediated language learning, AI, speaking |
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