The Current Research Trend of Artificial Intelligence in Language Learning: A Systematic Empirical Literature Review from an Activity Theory Perspective

Autor/inn/en	Yang, Hongzhi; Kyun, Suna
Titel	The Current Research Trend of Artificial Intelligence in Language Learning: A Systematic Empirical Literature Review from an Activity Theory Perspective
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 5, S.180-210 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Hongzhi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Educational Research; Artificial Intelligence; Literature Reviews; Instructional Effectiveness; Teaching Methods; Theories; Language Skills; Trend Analysis; Technology Uses in Education; Educational Technology; Second Language Learning; Language Acquisition + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Künstliche Intelligenz; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Language skill; Sprachkompetenz; Trendanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb
Abstract	Although the field of artificial intelligence (AI) has rapidly developed, there has been little research to review, describe, and analyse the trends and development of empirical research on AI-supported language learning. This paper selected and analysed 25 empirical research papers on AI-supported language learning published in the last 15 years. These empirical studies were analysed using the activity theory from seven constituents: tool, subject, object, rules, community, division of labour, and outcome. A key contribution of this paper is the use of activity theory to illustrate the dynamic interactions and contradictions between the seven elements. AI-supported technology as a mediating tool demonstrated some effectiveness in language learning but needs further improvement in the use of language for communication and collaborative design. We argue that teachers' intervention and configuration of AIsupported language learning in the pedagogical design plays an important role in the effectiveness of learning. More research is needed to explore the use of AI-supported language learning in the classroom or the real-life learning context. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01