Conversational AI-Integrated Language Classrooms: Focusing on Student Interactions and Teacher Facilitation During Small Group Work

• In Event: AI Across Educational Contexts

Abstract

This exploratory case study investigated student interaction patterns and teacher facilitation in a conversational artificial intelligence (AI)-integrated foreign language classroom. Six adult learners in two groups interacted with Google Assistant in a 50-minute English-speaking class, while a teacher facilitated this interaction. Social network analysis was employed to analyze the interaction patterns, revealing distinct communities within each group. Content analysis on student-student interaction and teacher facilitation revealed differences in students’ language function usage, peer support, and teacher facilitation between the two groups and explained the community formation. The findings suggest the need for teachers to consider learners’ attitudes, prior experiences, and perceptions when integrating AI technologies in language classrooms in order to provide effective guidance and support.

Authors

• Hyangeun Ji, University of North Texas

• Insook Han, Korea University

• Soyeon Park, Hanguk University of Foreign Studies