Views: 5,344
Arab World English Journal (AWEJ) Volume 15. Number 3, September 2024 Pp.3-17
Department of Applied Linguistics, Faculty of Informatics and Management, University of Hradec Kralove, Rokitanskeho 62, 500 03 Hradec Kralove, Czech Republic
Department of Applied Linguistics, Faculty of Informatics and Management, University of Hradec Kralove, Rokitanskeho 62, 500 03 Hradec Kralove, Czech Republic
This paper explores the perceptions of Gen Z students at different levels of English proficiency regarding the use of technology, particularly Neural Machine Translation (NMT) and ChatGPT, in second language acquisition. The research aims to understand how these technologies influence language learning and identify how these tools are used across varying proficiency levels. The significance of the study lies in its potential to inform educators and highlight the role of using technologies in language learning. Based on data collected from a survey of 151 students (ranging from A2 to C2 proficiency levels), the findings indicate that students across all proficiency levels actively engage with NMT and ChatGPT. Across all proficiency levels, NMT and ChatGPT are used primarily for word translation. However, higher proficiency students use ChatGPT for complex tasks (such as mistake correction or summary writing). Moreover, the study emphasizes the positive attitudes of Gen Z learners toward technology as a flexible and valuable educational resource. The motivation to use technology stems from the desire to learn new vocabulary, comprehend English content, and enjoy flexible learning. Therefore, the study recommends that educators adapt teaching strategies to include these technologies, considering the different proficiency levels of students. Future research should focus on the long-term impacts of technology use on language acquisition.
Ivenz, P., & Polakova, P. (2024). Gen Z Students and Their Perceptions of Technology in the Process of Second Language Acquisition Based on the Language Proficiency Level. Arab World English Journal, 15(3): 3-17
Akbari, E., Naderi, A., Simons, R. J., & Pilot, A. (2016). Student Engagement and Foreign Language Learning through Online Social Networks. Asian-Pacific Journal of Second and Foreign Language Education, 1(4). https://doi.org/10.1186/s40862-016-0006-7
Albadarin, Y., Saqr, M., Pope, N. & Tukiainen, M. (2024). A Systematic Literature Review of Empirical Research on ChatGPT in Education. Discover Education, 3(60). https://doi.org/10.1007/s44217-024-00138-2
Alif, M., Bambang, B. W., Maisyaroh, M., Supriyanto, A., & Kung, T. W. (2023). The Effects of the Communicative Approach and the Use of Information Technology on Students’ Motivation and Achievement in Indonesian Language Learning. Journal of Language Teaching and Research, 14(3), 808-819. https://doi.org/10.17507/jltr.1403.29
Alm, A. & Watanabe, Y. (2023). Integrating ChatGPT in Language Education: A Freirean Perspective. Iranian Journal of Language Teaching Research, 11(3), 19-30. 10.30466/ijltr.2023.121404
Alzahrani, L. (2023). Analyzing Students’ Attitudes and Behavior Toward Artificial Intelligence Technologies in Higher Education. International Journal of Recent Technology and Engineering, 11(6), 9. 10.35940/ijrte.F7475.0311623
Al-Zubaidi, K., Jaafari, M., & Touzani, F. Z. (2024). Impact of ChatGPT on Academic Writing at Moroccan Universities. Arab World English Journal (AWEJ) Special Issue on ChatGPT, April 2024:4-25. DOI: https://dx.doi.org/10.24093/awej/ChatGPT.1
Avsheniuk, N., Lutsenko, O., Svyrydiuk, T., & Seminikhyna, N. (2024). Empowering Language Learners’ Critical Thinking: Evaluating ChatGPT’s Role in English Course Implementation. Arab World English Journal (AWEJ) Special Issue on ChatGPT, April 2024: 210-224. DOI: https://dx.doi.org/10.24093/awej/ChatGPT.14
Bu, Q. (2022). Ethical Risks in Integrating Artificial Intelligence into Education and Potential Countermeasures. Science Insights, 41(1), 561–566. https://doi.org/10.15354/si.22.re067
Chatterjee, S. & Bhattacharjee, K. (2020). Adoption of Artificial Intelligence in Higher Education: A Quantitative Analysis Using Structural Equation Modelling. Education and Information Technologies, 25, 3443 – 3463. https://doi.org/10.1007/s10639-020-10159-7
Chung, E. S. & Ahn, S. (2020). The Effect of Using Machine Translation on Linguistic Features in L2 Writing across Proficiency Levels and Text Genres. Computer Assisted Language Learning, 35, 2239 – 2264. https://doi.org/10.1080/09588221.2020.1871029
Cohen, L., Manion, L. & Morisson, K. (2007). Research Methods in Education. Routledge, 2007.
Cox, A.M. (2021). Exploring the Impact of Artificial Intelligence and Robots on Higher Education Through Literature-based Design Fictions. International Journal of Educational Technology in Higher Education, 18, 1-19. https://doi.org/10.1186/s41239-020-00237-8
Csobanka, Z. E. (2016). The Z Generation. Acta Technologica Dubnicae, 6(2), 63-76. https://doi.org/10.1515/atd-2016-0012
Hong, W.C.H. (2023). The Impact of ChatGPT on Foreign Language Teaching and Learning: Opportunities in Education and Research. Journal of Educational Technology and Innovation, 3(1), 13.
Klimova, B., Pikhart, M., Polakova, P., Černá, M., Yayilgan, S.Y. & Shaikh, S. (2023). A Systematic Review on the Use of Emerging Technologies in Teaching English as an Applied Language at the University Level. Systems, 11(42), 15. https://doi.org/10.3390/systems11010042
Loiselle, C. G., Profetto-McGrath, J., Polit, D. F. & Beck, C. T. (2011). Canadian Essentials of Nursing Research. Wolters Kluwer Health/ Lippincott Wiliams & Wilkins.
Ma, Y., Huang, Y. & Wang, Q. (2023). Exploring ChatGPT in Language Teaching for Higher Education in China. Lecture Notes in Education Psychology and Public Media, 18, 265-271. https://doi.org/10.54254/2753-7048/18/20231337
Moorthy, T. (2023). Gen Z: An Educational Perspective. In A. D. Thomas, M. Punitha, & S. Sherlin (Ed.), Gen Z Teachers – Dreams and Challenges. Aasaan Publications, St. Xavier’s College of Education, Palayamkottai, Thirunelveli, Tamil Nadu.
Padma, L., Dhuli, R. & Larsari, V.N. (2023). Perspectives of ESL Learners on the Integration of Technology in English Language Learning Process: An Evidence-Based Research. International Journal of Contemporary Studies in Education, 2(1), 42-48.
Pavlenko, O. & Syzenko, A. (2024). Using ChatGPT as a Learning Tool: A Study of Ukrainian Students’ Perceptions. Arab World English Journal (AWEJ) Special Issue on ChatGPT, April 2024: 252-264. DOI: https://dx.doi.org/10.24093/awej/ChatGPT.17
Pearson. (2018, May 24). What do Generation Z and Millennials Expect from Technology in Education? Pearson. https://www.pearson.com/ped-blogs/blogs/2018/05/generation-z-millennials-expect-technology-education.html
Polakova, P. & Klimova, B. (2019). Mobile Technology and Generation Z in the English Language Classroom – A Preliminary Study. Education Sciences, 9(3), 11. https://doi.org/10.3390/educsci9030203
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6. http://dx.doi.org/10.1108/10748120110424816
Rahman, M., Ming, T.H., Baigh, T.A., & Sarker, M. (2021). Adoption of Artificial Intelligence in Banking Services: An Empirical Analysis. International Journal of Emerging Markets. https://doi.org/10.1108/IJOEM-06-2020- 0724
Riffe, D., Lacy, S., Fico, F. & Watson, B. (2019). Analyzing Media Messages: Using Quantitative Content Analysis in Research. Taylor & Francis.
Shikun, S., Grigoryan, G., Huichun, N., & Harutyunyan, H. (2024). AI Chatbots: Developing English Language Proficiency in EFL Classroom. Arab World English Journal (AWEJ) Special Issue on ChatGPT, April 2024: 292-305. DOI: https://dx.doi.org/10.24093/awej/ChatGPT.20
Slamet, J. (2024). Potential of ChatGPT as a Digital Language Learning Assistant: EFL Teachers’ and Students’ Perceptions. Discover Artificial Intelligence, 4(46). https://doi.org/10.1007/s44163-024-00143-2
Topsakal, O. & Topsakal, E. (2022). Framework for A Foreign Language Teaching Software for Children Utilizing AR, Voicebots and ChatGPT (Large Language Models). The Journal of Cognitive Systems, 7(2), 33-38. https://doi.org/10.52876/jcs.1227392
Tsai, S.C., (2020). Chinese Students’ Perceptions of Using Google Translate as a Translingual CALL Tool in EFL Writing. Computer Assisted Language Learning, 35(2), 1-23. https://doi.org/10.1080/09588221.2020.1799412
Yalcin Incik, E., & Incik, T. (2022). Generation Z Students’ Views on Technology in Education: What They Want What They Get. Malaysian Online Journal of Educational Technology, 10(2), 109-124. http://dx.doi.org/10.52380/mojet.2022.10.2.275
Zhu, J., & Ren, C. (2022). Analysis of the Effect of Artificial Intelligence on Role Cognition in the Education System. Occupational Therapy International, 1–12. https://doi.org/10.1155/2022/1781662
Petra Ivenz is an Assistant Professor at the Department of Applied Linguistics at the Faculty of Informatics and Management, University of Hradec Kralove. Her specialization includes developing intercultural communicative competencies of future English teachers and teaching sociolinguistics and pragmatic linguistics. ORCID: https://orcid.org/0000-0002-9624-213X
Petra Polakova is an Assistant Professor at the Department of Applied Linguistics at the Faculty of Informatics and Management, University of Hradec Kralove. Her expertise includes second language acquisition. In her work, she focuses on the impact of technologies on second language learning. ORCID: https://orcid.org/0000-0001-7462-7752