Abstract
The integration of artificial intelligence (AI) in the teaching and learning of languages in higher education is nothing new, as it has been used in its most basic form, the word processor, within the Computer Assisted Language Learning (CALL) methodology for decades. Also, automated writing evaluation (AWE) and intelligent tutoring systems (ITS) have been integrated, giving rise to the so-called ICALL, or intelligent CALL. But the rise of generative artificial intelligence has sparked concerns in the field of education, highlighting the importance of examining its benefits and risks. This case study proposes tasks for Design Engineering students taking Technical English at the Universitat Politècnica de València. The tasks require the use of ICT and AI, specifically ChatGPT, and are designed to incorporate active and collaborative methodologies through project-based work. The objective of this study was to determine the effectiveness of ChatGPT as a tool for enhancing professional attitudes in academic projects conducted in English. To address this question, a qualitative analysis was conducted on the academic projects of 30 students. Various rubrics were utilized to assess and provide corrective feedback. Contrary to what was expected, the analysis of the academic projects conducted using ChatGPT did not show any overall improvement compared to work conducted without ChatGPT in the participants’ professional attitudes, including initiative, autonomy, creativity, critical thinking, punctuality, and integrity.
Presenters
Beatriz Martín MarchanteLecturer, Applied Linguistics, Universitat Politècnica de València, Valencia, Spain
Details
Presentation Type
Theme
KEYWORDS
EFL, IA, CHATGPT, PBL
