AI is here to stay

ǂan ǂempirical study of attitudes among teachers of English and German

Saša Jazbec (Author), Bernarda Leva (Author), Marta Licardo (Author)

Abstract

Artificial intelligence (AI) is a disruptor increasingly impacting foreign language learning and teaching. This paper explores the theoretical framework of AI, its application in foreign language teaching, and the question of whether AI is displacing foreign language teachers. The empirical part presents findings from a survey of English and German teachers (n = 112) in Slovenian primary and secondary schools regarding their views on AI in foreign language teaching. Statistical analysis reveals a constructively critical attitude towards AI among teachers, acknowledging its presence in and influence on teaching strategies, methods, and teacher roles but not perceiving it as a fundamental threat. Furthermore, statistical tests and correlations indicate no significant differences in attitude towards AI in the classroom based on whether they are English or German teachers or whether they work in primary or secondary schools.

Keywords

artificial inteligence;teaching a foreign language;English as a foreign language;German as a foreign language;

Data

Language:	English
Year of publishing:	2025
Typology:	1.01 - Original Scientific Article
Organization:	UM PEF - Faculty of Education
UDC:	[811.111+811.112.2’243:37.09.3]:004.89:37.091
COBISS:	240636163
ISSN:	1581-8918
Views:	0
Downloads:	2
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	UI je prišla in bo ostala
Secondary abstract:	Umetna inteligenca (UI) je kot disrupcija močno posegla tudi v učenje in poučevanje tujega jezika. V prispevku najprej osvetlimo teoretski okvir pojmovanja UI, razpravljamo o UI pri pouku tujega jezika in se posvečamo tudi vprašanju, ali UI izpodrinja učitelje in učiteljice tujega jezika. V empiričnem delu predstavljamo izsledke raziskave, v kateri so svoja stališča o UI pri pouku tujega jezika izrazili učitelji in učiteljice angleščine in nemščine (n = 112) v osnovnih in srednjih šolah v Sloveniji. Statistična analiza podatkov anketiranih je pokazala, da so do UI konstruktivno kritični, da se zavedajo njene prisotnosti in da zelo vpliva na strategije, metode dela pri pouku in delo učiteljev in učiteljic, jih spreminja, a jih ne ogroža. S statističnimi testi in korelacijami pa smo ugotavljali tudi, da ni statistično pomembnih razlik med stališči anketiranih do UI pri pouku glede na to, ali učijo angleščino ali nemščino, niti ne, ali delajo v osnovni ali v srednji šoli.
Secondary keywords:	umetna inteligenca;pouk tujega jezika;angleščina kot tuji jezik;nemščina kot tuji jezik;
Type (COBISS):	Scientific work
Pages:	str. 113-131
Volume:	ǂVol. ǂ22
Issue:	ǂno. ǂ1
Chronology:	2025
DOI:	10.4312/elope.22.1.113-131
ID:	26861934