抄録
As the influence of Artificial Intelligence (AI) on our daily life continues to grow significantly, the practice and research of AI-Assisted Language Learning (AIALL) have also expanded. In this classroom practice study, 39 Japanese university English as a Foreign Language (EFL) learners were encouraged to use an AIALL app both for class assignments and for self-study over eight class sessions. After each session, the participants completed surveys evaluating the perceived usefulness of the app’s AI features. The results indicated that the participants found the AI-supported functions, particularly the corrective feedback feature on writing tasks, to be beneficial for their learning. Additionally, the participants generally had positive perceptions of the usefulness of the self-study materials suggested based on their performance on a proficiency test on the app and their personal settings. The study also revealed that participants became skeptical about the app’s usefulness when the AI’s evaluation mechanisms lacked transparency or when the system malfunctioned. Furthermore, issues such as the need for improved personalization features tailored to individual learners and for mechanisms to foster a sense of achievement were identified as challenges in sustaining autonomous learning when using an AIALL app.
