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Journal articles on the topic 'AI-assisted Teaching'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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1

Wu, Zhanghua, Rawi Buaduang, Alan Robert White, Tubagus Darodjat, and Supot Rattanapun. "The impact of artificial intelligence-assisted teaching on enhancing physical education quality in secondary vocational schools." International Journal of Innovative Research and Scientific Studies 8, no. 4 (2025): 1152–60. https://doi.org/10.53894/ijirss.v8i4.8019.

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This study investigates the effects of the sports prescription teaching model and artificial intelligence (AI)-assisted teaching on the intelligent teaching process and the overall quality of physical education (PE) instruction in secondary vocational schools. It further examines the mediating role of the intelligent teaching process in enhancing teaching outcomes. A quantitative research design was employed, with data collected from 414 students across five secondary vocational schools in Nanning, China. The study used descriptive statistics, validity and reliability testing, correlation anal

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Sun, Yonglu. "Practical Research on Optimizing Primary School Science Experiment Teaching with Artificial Intelligence Technology." Journal of Education and Educational Research 13, no. 2 (2025): 52–56. https://doi.org/10.54097/13ct6v97.

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This study focuses on using artificial intelligence (AI) technology to optimize primary school science experiment teaching. Through an analysis of the current application status of AI in primary school science experiment teaching, it was found that problems such as limited application scope, scarce teaching resources, and insufficient teacher application capabilities exist. Research methods including literature review, questionnaire surveys, and teaching experiments were employed to construct an AI-assisted primary school science experiment teaching model, optimizing various aspects such as ex

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Ma, Lin. "An Exploration of the Ability of AI to Assist College English Writing Teaching." Journal of Educational Research and Policies 6, no. 10 (2024): 54–55. http://dx.doi.org/10.53469/jerp.2024.06(10).14.

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The paper is an exploratory paper on AI-assisted college English writing teaching, which mainly discusses the problems of traditional college English writing teaching as well as the potential and practical strategies of AI technology in teaching.

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Wang, Jing, Jieren Zhang, Lina Chen, and Jianbiao Dai. "Study of Artificial Intelligence-Assisted English Oral Teaching." Scientific Journal of Intelligent Systems Research 6, no. 8 (2024): 1–8. http://dx.doi.org/10.54691/8965yk53.

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This study investigates and practices the auxiliary role of Artificial Intelligence (AI) technology, especially Large Language Models (LLM) and Text-to-Speech (TTS) technology, in English oral teaching. In the study, an AI-based LLM oral dialogue platform was constructed to replace teachers for one-on-one interactive training with students. It has been applied in college English teaching in various universities, and teaching data has been collected and analyzed in real-time. The effectiveness of AI technology in assisting college English oral teaching was evaluated, and the role of AI technolo

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Li, Ying, and Nian Liao. "From Replacement to Symbiosis: A Grounded Theory Study on AI-Assisted Teaching Models in Secondary School History Classrooms." Innovative Applications of AI 2, no. 1 (2025): 46–52. https://doi.org/10.70695/iaai202501a10.

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This study analyzes and explores AI-assisted teaching models in secondary school history classrooms through observations of teaching activities. The research findings reveal a significant evolution in AI's role in history teaching, transitioning from a "replacement" phase to a "symbiosis" phase. In the "replacement" phase, AI primarily undertakes foundational tasks such as chronological ordering and historical data classification. While AI significantly enhances classroom efficiency in this stage, it fails to effectively stimulate students' deep thinking and critical analysis. With technologic

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N, Moulieswaran, and Prasantha Kumar N S. "Investigating ESL Learners’ Perception and Problem towards Artificial Intelligence (AI) -Assisted English Language Learning and Teaching." World Journal of English Language 13, no. 5 (2023): 290. http://dx.doi.org/10.5430/wjel.v13n5p290.

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The contemporary language learning strategy, Artificial Intelligence (AI) Assisted Language Learning (AI-ALL), incorporates AI-powered applications to support learners' learning activities. Many scholars have been experimenting with AI applications concerning activities relevant to education. The major objectives of this study are 1) The ESL learners' perspectives concerning AI-assisted English language learning and teaching; 2). ESL learners’ problems concerning artificial AI-assisted English language learning and teaching. The present investigation employed a quantitative methodology utilizi

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Okata, Ngozi Gift, and Akinsanya Atchrimi Adebayo. "Exploring (AI) Artificial Intelligence's Role in Language Teaching and Learning: A Review of Key Technologies and Their Applications." Beyond Babel: A Publication of the Dept. of Languages and Literary Studies Babcock University, Ogun State, Nigeria 8, no. 2 (2025): 50–73. https://doi.org/10.5281/zenodo.14599743.

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<strong>Abstract</strong> Artificial Intelligence (AI) is revolutionizing various aspects of education and is increasingly being integrated into language teaching and learning. This article reviews the literature to examine key trends and findings related to AI technologies and their applications for second and foreign language education. It focuses on Natural Language Processing (NLP), Data-Driven Learning (DDL), Automated Writing Evaluation (AWE), Computer-assisted Dynamic Assessment (CDA), Intelligent Tutoring Systems (ITSs), Automatic Speech Recognition (ASR), and chatbots, all within the

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Zhu, Yunyi. "The Impact of AI-Assisted Teaching on Students' Learning and Psychology." Journal of Education, Humanities and Social Sciences 38 (September 28, 2024): 111–16. http://dx.doi.org/10.54097/k7a37d11.

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The integration of artificial intelligence (AI) in education has garnered significant attention, yet its implications on student outcomes require further exploration. This paper analyzes the impact of AI-assisted teaching on students' learning and psychological well-being. Through a comprehensive review of existing AI applications in education, including intelligent tutoring systems and educational chatbots, the study examines how these technologies influence academic performance and psychological health. The findings indicate that AI-assisted teaching enhances learning outcomes by providing p

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Lee, Ching-Fen, and Shain-May Tang. "Can AI Robot Teaching Improve Children’s Performance in Housework? A Quasi-Experimental Study." Children 11, no. 11 (2024): 1330. http://dx.doi.org/10.3390/children11111330.

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Background: The primary objective of this study is to explore the effects of using Artificial Intelligence (AI) robot-assisted instruction in preschool activities on young children’s performance in housework. Methods: A quasi-experimental design was employed, with an experimental group and two control groups, to observe changes in children’s performance in housework before and after AI robot-assisted teaching. The study sample consisted of preschoolers from metropolitan Taipei, with 65 children in the experimental group, 53 in control group 1, and 75 in control group 2. Children participating

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Pham, Thanh, Thanh Binh Nguyen, Son Ha, and Ngoc Thanh Nguyen Ngoc. "Digital transformation in engineering education: Exploring the potential of AI-assisted learning." Australasian Journal of Educational Technology 39, no. 5 (2023): 1–19. http://dx.doi.org/10.14742/ajet.8825.

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This research explored the potential of artificial intelligence (AI)-assisted learning using ChatGPT in an engineering course at a university in South-east Asia. The study investigated the benefits and challenges that students may encounter when utilising ChatGPT-3.5 as a learning tool. This research developed an AI-assisted learning flow that empowers learners and lecturers to integrate ChatGPT into their teaching and learning processes. The flow was subsequently used to validate and assess a variety of exercises, tutorial tasks and assessment-like questions for the course under study. Introd

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PRATAP SINGH, DIVYANSH. "Impact of Artificial Intelligence on the Academic Environment." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 04 (2025): 1–9. https://doi.org/10.55041/ijsrem44260.

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Integrating Artificial Intelligence (AI) in education has significantly transformed teaching methodologies, assessment systems, and student engagement. This study evaluates the impact of AIdriven personalized learning and compares AI-assisted grading systems with traditional methods. The research examines the relationship between AI adoption and student performance using a dataset of 115 respondents and applying statistical techniques such as correlation analysis, chi-square tests, and parabolic distribution modelling. Findings reveal that while AI contributes to improved learning outcomes, it

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Tu, Yuxiaoying, and Wuyu Song. "Classroom Teaching of Engineering Courses Assisted by Artificial Intelligence and Digital Twin Systems." International Journal of Education and Humanities 14, no. 3 (2024): 347–50. http://dx.doi.org/10.54097/7shc2606.

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This paper explores the integration of Artificial Intelligence (AI) and Digital Twin systems in the classroom teaching of engineering courses, with a focus on the Industrial Robot Technology course1. It addresses the challenges of traditional practical teaching methods and proposes a new model that leverages AI and Digital Twin technology to enhance student engagement, improve learning outcomes, and better prepare students for the demands of the industry. The paper discusses the implementation of AI-assisted teaching, the creation of a ubiquitous teaching ecology, and the strengthening of voca

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Jiao, Yanna. "Research on the Artistic Conception of Multimedia-Assisted Ancient Poetry Based on AI Technology." Scientific Programming 2022 (January 25, 2022): 1–11. http://dx.doi.org/10.1155/2022/8538503.

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In order to improve the visual display effect of the artistic conception of ancient poems, this paper combines AI technology to construct a multimedia-assisted artistic conception creation system of ancient poetry and combines probabilistic latent semantic analysis to analyze the semantic artistic conception of ancient poetry. Moreover, with the support of multimedia simulation technology, this paper improves the multimedia teaching mode to improve the effect of multimedia-assisted ancient poetry teaching. In addition, this paper constructs a multimedia-assisted artistic conception creation sy

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Semerikov, Serhiy O., Andrii M. Striuk, and Hanna M. Shalatska. "AI-assisted language education: critical review." Educational Dimension 4 (June 22, 2021): 1–7. http://dx.doi.org/10.31812/ed.623.

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This paper reviews the current research on AI-assisted language education (AILE). AI has greatly influenced education, especially language learning. AILE, an interdisciplinary field combining AI technology and language education theory, aims to improve foreign language learners’ experiences through personalized, interactive, and collaborative learning. This review classifies AILE research into four key domains: language-specific applications, comprehensive teaching modes, new educational ecosystems, and identification technology integration. It analyzes the strengths, weaknesses, opportunities

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Zou, Qiaowen, and Zhengcong Liu. "From Theory to Practice: Emotion Regulation in Language Learning via AI." English Language Teaching and Linguistics Studies 7, no. 3 (2025): p54. https://doi.org/10.22158/eltls.v7n3p54.

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The integration of AI-assisted emotion recognition and regulation into language education offers new possibilities for enhancing second language (L2) teaching and learning experiences. This paper examines the role of AI in supporting emotionally intelligent language education by connecting cognitive, emotional, and instructional aspects. Drawing on empirical research from neuroscience, educational psychology, and intelligent tutoring systems, it explores how AI can assist in emotion regulation and improve teaching strategies for both learners and instructors. The findings contribute to the app

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Saputri, Mawarni, Musdar, Nurulwati, Ngadimin, and Abdul Hamid. "Training Utilization of Artificial Intelligence (AI) to Improve the Competence of Physics Teachers in Facilitating Learning in Langsa City." Jurnal Pengabdian Masyarakat 6, no. 1 (2025): 249–56. https://doi.org/10.32815/jpm.v6i1.2361.

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Purpose: This program aimed to address the limited use of artificial intelligence (AI) in physics education among high school teachers in Langsa City by enhancing their skills in developing AI-assisted learning and evaluation tools. Method: Training was conducted through the MGMP Physics community, involving workshops focused on designing and implementing AI-based educational media and assessments. Practical Application: Teachers gained practical skills to integrate AI into their teaching, enabling more effective and personalized learning experiences for students. Conclusion: The training prog

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Zhang, Mingxia. "Enhancing MALL with Artificial Intelligence: Personalized Learning Paths in EFL Teaching." Research and Advances in Education 3, no. 8 (2024): 49–61. http://dx.doi.org/10.56397/rae.2024.08.07.

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With the rapid development of artificial intelligence (AI) technology, the field of English teaching has ushered in an opportunity for innovation. This study explores the application of AI in mobile Assisted Language learning (MALL) and its impact on English teaching. Through the analysis of relevant literature in the Web of Science database from 2014 to 2024, the study found that AI can personalize learning content, enhance learning engagement and language ability, and significantly improve English learning results. Despite some challenges, the application of AI in English teaching has broad

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Mahalingam, T., Nishanth S., Sanjay T., and Sathya K. "AI ASSISTED STUDYING PARTNER FOR STUDENTS." International Journal of Advanced Research 12, no. 03 (2024): 431–38. http://dx.doi.org/10.21474/ijar01/18410.

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The project includes an AI application designed specifically to parse through huge amountsof content influencing individual human behaviors. Developed for classroom usewhereeachstudentisin a position to meet his or her own standard. Recognizing the difficulty of disparate understanding among learners degrees, the planned system exercises a sophisticated algorithm to ask questions in order to determine the students knowledge level. Through these reviews, the system autonomously regulates the teaching moduleasitdifferentiatesthecontentdelivery,interactivitycomplementingthe assimilation of the ma

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Ma, Xiaoqian. "Analysis on the Application of Multimedia-Assisted Music Teaching Based on AI Technology." Advances in Multimedia 2021 (December 27, 2021): 1–12. http://dx.doi.org/10.1155/2021/5728595.

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In order to improve the effect of modern music teaching, this paper combines AI technology to construct a multimedia-assisted music teaching system, combines music teaching data processing requirements to improve the algorithm, proposes appropriate music data filtering algorithms, and performs appropriate data compression processing. Moreover, the functional structure analysis of the intelligent music teaching system is carried out with the support of the improved algorithm, and the three-tier framework technology that is currently more widely used is used in the music multimedia teaching syst

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Fauziah, Zumrotul, and Sri Minarti. "Artificial Intelligence-Assisted Writing Application for Improving Writing Skills of Islamic Education Students." Jurnal Kependidikan Islam 13, no. 2 (2023): 119–23. http://dx.doi.org/10.15642/jkpi.2023.13.2.119-123.

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This study is aimed to illuminate the use of AI-assisted writing applications to improve academic writing skills and describe how to implement AI-assisted writing applications for EFL academic writing. This study is qualitative reasearch. The data is collected through analysis of writing task and interview about the use of Artificial Intelligence in academic writing. After analyzing students’ writing task and interview related to the use of AI in language teaching, especially in writing. The study revealed that the use of AI-assisted applications is beneficial for students, especially students

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Wulandari, Mega, and Rina Astuti Purnamaningwulan. "EXPLORING INDONESIAN EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN AI-ASSISTED TEACHING PRACTICUM: BENEFITS AND DRAWBACKS." LLT Journal: A Journal on Language and Language Teaching 27, no. 2 (2024): 878–94. http://dx.doi.org/10.24071/llt.v27i2.8690.

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The integration of Artificial Intelligence (AI) in educational settings is rapidly evolving, presenting both opportunities and challenges for pre-service English teachers. This case study explored three Indonesian EFL pre-service teachers’ experiences in using AI technologies and the implications for their pedagogical practices during teaching practicum. Several AI tools, namely ChatGPT, Copilot, Twee, and Quizizz AI, were used to help the pre-service teachers in planning, creating learning content, and assessing students. Data were collected from semi-structured interviews, reflective reports

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Wang, Jianing. "Research on the Innovative Application and Effectiveness of AI Intelligence in Intelligent Assisted Teaching System for University Yoga Classroom." Higher Education and Practice 1, no. 3 (2024): 64–68. http://dx.doi.org/10.62381/h241312.

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With the rapid development of artificial intelligence (AI) technology, there is growing interest in its application in university settings, particularly in enhancing teaching methodologies. This study investigates the innovative application and effectiveness of AI in intelligent assisted teaching systems for university yoga classrooms. Using a comparative analysis approach, various AI-based teaching systems are assessed for their impact on personalized learning support, real-time feedback mechanisms, and optimization of educational resources. The findings highlight significant improvements in

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Cheng, Xiangli, Peng Lu, Yan Qian, and Seth Garrett. "Prospective roles of language teachers in AI-assisted language teaching: An action research." International Journal of English for Academic Purposes: Research and Practice 5, no. 1 (2025): 69–83. https://doi.org/10.3828/ijeap.2025.5.

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With the arrival of open generative AI, one of the most hotly debated topics is whether AI will replace human teachers in a language classroom (Gao, 2024; Li et al., 2024; Wen, 2024b). Though a general consensus has been reached that AI will partly replace language teachers, the roles of language teachers are underexplored in AI-assisted language teaching. This article reports on an action research of an AI-assisted language course collaborated by three Chinese teachers and a foreign teacher with AI Xiao Ya serving as an assistant to explore the curriculum development and teachers’ roles. The

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MEZEI, Adina-Maria. "Paraphrasing in ESAP: Teacher-Guided, AI-Assisted or Communicative Activities." Studia Universitatis Babeș-Bolyai Philologia 68, no. 4 (2023): 241–66. http://dx.doi.org/10.24193/subbphilo.2023.4.12.

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"Paraphrasing in ESAP: Teacher-Guided, AI-Assisted or Communicative Activities. At the heart of progress in academia lies the principle of building upon other people’s ideas, linguistic expressions and/or scientific endeavours by taking note of invariably crediting the original author (Mori 2018). One way of doing this is by the usage of paraphrasing. Though paraphrasing is regarded as the prerogative of successful academic thinking and writing, what it means exactly is still ambiguous to some extent. After undertaking to formulate some working definitions, we discuss paraphrasing techniques a

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Yue, Shuzhen. "A Practical Study on Artificial Intelligence (AI)-Assisted College English Translation Teaching." Journal of Research in Science and Engineering 6, no. 10 (2024): 15–17. http://dx.doi.org/10.53469/jrse.2024.06(10).04.

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With the advent of the digital age, it has become an inevitable trend to integrate advanced artificial intelligence technology with English translation teaching in colleges and universities. This paper aims to explore the practical application of artificial intelligence (AI)-assisted English translation teaching in colleges and universities, analyze its advantages in improving teaching efficiency, promoting personalized learning, and providing intelligent tutoring, and put forward corresponding strategies and suggestions. Through specific cases, this paper demonstrates the actual application e

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Xu, Muxuan. "Research on the Application of AI in A-Level Biology Teaching." Lecture Notes in Education Psychology and Public Media 86, no. 1 (2025): 6–11. https://doi.org/10.54254/2753-7048/2025.21709.

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With the rapid digitalization of education, artificial intelligence (AI) has gained significant attention for its potential to transform teaching and learning. In the context of A-Level Biology, AI presents both opportunities and challenges. However, research specifically focusing on AIs application in A-Level Biology teaching remains limited. This study, employing interviews as the primary method, aims to explore how AI can address specific challenges in A-Level Biology teaching. The main objectives are to understand how AI-assisted teaching differs from traditional teaching, its impact on te

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Jin, Shitao, Huijun Tu, Jiangfeng Li, et al. "Enhancing Architectural Education through Artificial Intelligence: A Case Study of an AI-Assisted Architectural Programming and Design Course." Buildings 14, no. 6 (2024): 1613. http://dx.doi.org/10.3390/buildings14061613.

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This study addresses the current lack of research on the effectiveness assessment of Artificial Intelligence (AI) technology in architectural education. Our aim is to evaluate the impact of AI-assisted architectural teaching on student learning. To achieve this, we developed an AI-embedded teaching model. A total of 24 students from different countries participated in this 9-week course, completing a comprehensive analysis of architectural programming and design using AI technologies. This study conducted questionnaire surveys with students at both midterm and final stages of the course, follo

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Lv, Zhaojie, and Limin Zhang. "Investigating the Effectiveness of Artificial Intelligence in English Listening Teaching." International Journal of Web-Based Learning and Teaching Technologies 20, no. 1 (2025): 1–19. https://doi.org/10.4018/ijwltt.381303.

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The latest advancements in AI are reshaping the way we learn foreign languages through listening comprehension. However, the empirical studies on how artificial intelligence in English listening teaching can effectively improve EFL learners' listening proficiency are still limited. To address this gap, this study aims to investigate the role of the AI-assisted New Concept English App as a tool in improving EFL listening. Based on a mixed methods approach, this study invited a total of 89 Chinese university students from three groups to participate in the experiment. Data obtained from five ach

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Luo, Yun. "Innovative research on AI-assisted teaching models for college English listening and speaking courses." Applied and Computational Engineering 69, no. 1 (2024): 162–67. http://dx.doi.org/10.54254/2755-2721/69/20241493.

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This paper explores the innovative application of artificial intelligence (AI) in the construction of teaching models for college English listening and speaking courses. By leveraging advanced AI technologies, educators can enhance the effectiveness of language instruction and provide personalized learning experiences. This study examines the theoretical foundations, practical implementations, and the impact of AI-assisted teaching on student engagement and performance. Through comprehensive analysis and discussion, we highlight the potential of AI to transform traditional language education,

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Shan, Huafeng. "AI-Assisted Chinese Language Teaching System in Distributed Sensor Networks." Scalable Computing: Practice and Experience 24, no. 4 (2023): 1107–16. http://dx.doi.org/10.12694/scpe.v24i4.2385.

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The Chinese learning system gained enormous importance to support the population of China with recent technologies. The AI and ML-assisted classes are useful for learners. However, it can cut down the employment of teachers. Various planning and act was passed to reform the Chinese education system with artificial intelligence and machine language. On the other hand, this education process is interesting, customized, and unsupervised based. It was observed that the human touch study process is more satisfying and clears doubts easily. The key object of data gathering sensor-based network is ac

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López-Meneses, Eloy, Luis López-Catalán, Noelia Pelícano-Piris, and Pedro C. Mellado-Moreno. "Artificial Intelligence in Educational Data Mining and Human-in-the-Loop Machine Learning and Machine Teaching: Analysis of Scientific Knowledge." Applied Sciences 15, no. 2 (2025): 772. https://doi.org/10.3390/app15020772.

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This study explores the integration of artificial intelligence (AI) into educational data mining (EDM), human-assisted machine learning (HITL-ML), and machine-assisted teaching, with the aim of improving adaptive and personalized learning environments. A systematic review of the scientific literature was conducted, analyzing 370 articles published between 2006 and 2024. The research examines how AI can support the identification of learning patterns and individual student needs. Through EDM, student data are analyzed to predict student performance and enable timely interventions. HITL-ML ensur

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Jie, Zhang. "Intelligent Transformation of University Environment Design Teaching in the AI Era." Philosophy and Social Science 1, no. 11 (2024): 69–72. https://doi.org/10.62381/p243b10.

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With the rapid development of artificial intelligence technology, the rise of intelligent design tools in the field of environmental design, is leading an unprecedented teaching change. The intelligent transformation of environmental design teaching in colleges and universities requires the curriculum to keep pace with The Times, integrate AI technology, add practical courses of AI-assisted design, cultivate students' operation ability of AI design tools and design thinking, and ensure that they can adapt to the future working environment.

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Hariyono, Hariyono. "Building a Future Generation of Entrepreneurs: An Experimental Study of the Integration of PBL and AI in Entrepreneurial." EDUTEC : Journal of Education And Technology 7, no. 4 (2024): 444–53. http://dx.doi.org/10.29062/edu.v7i4.921.

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This study investigates the effectiveness of integrating Project-Based Learning (PBL) with Artificial Intelligence (AI) in teaching entrepreneurship. Using a quasi-experimental design, the research involved two experimental groups: AI-assisted PBL and a control group (traditional PBL and lecture-based learning). The results indicate that, compared to the control group, the entrepreneurial skills of students were significantly enhanced through the integration of PBL and AI. The findings suggest that PBL and AI can be effective methods for teaching entrepreneurship. This study demonstrates that

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Supadi Supadi. "Implementation of Data-Based Management in Improving the Effectiveness of AI-Assisted Learning in Senior High School." Jurnal Ilmiah Rumpun Ilmu Pendidikan 1, no. 4 (2024): 61–82. https://doi.org/10.63760/jirip.v1i4.31.

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This study aims to analyze the implementation of data-based management in improving the effectiveness of AI-assisted learning in Senior High School. The unit of analysis in this study is a school that implements a data-based management system in AI-assisted learning. The research design used is a qualitative study with a case study approach. The research data sources consist of school principals, teachers, and students involved in the implementation of AI-assisted learning. Data collection techniques include in-depth interviews, participatory observation, and analysis of school documents. The

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Li, Hanguang. "The Current State and Future Trends of AI-assisted Higher Vocational English Education." Higher Education and Practice 1, no. 5 (2024): 29–35. http://dx.doi.org/10.62381/h241506.

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As information technology evolves, particularly with advancements in artificial intelligence (AI), higher vocational English education is witnessing significant transformations. This paper explores the integration of AI in teaching methods and predicts future trends. AI applications, such as automated assessments and personalized learning paths, enhance teaching efficiency and personalize education. Technologies like natural language processing (NLP) evaluate students' language skills in real-time, providing instant, objective feedback which lightens educators' workloads and increases assessme

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Shukla, Harsh, and Kshama Pandey. "Human-AI Collaboration in Teaching and Learning." International Journal of Science and Social Science Research 2, no. 4 (2025): 367–75. https://doi.org/10.5281/zenodo.15107814.

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Artificial intelligence is transforming the educational landscape by enhancing instructional methodologies employed by educators and the processes through which students acquire knowledge. Artificial intelligence serves as a collaborative partner to educators by automating repetitive tasks, personalizing learning experiences, and facilitating cognitive development. This study explores the potential of AI-driven tools and pedagogical strategies to foster more inclusive, adaptive, and effective educational experiences. By reviewing existing literature and real-world applications, it highlights t

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Stevens, John PaŋƆni. "Artificial Intelligence in the Teaching of English Grammar." International Journal of Research and Innovation in Applied Science X, no. VI (2025): 878–96. https://doi.org/10.51584/ijrias.2025.10060066.

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The integration of Artificial Intelligence (AI) into education has gained significant momentum globally, offering innovative solutions to enhance teaching and learning experiences. Because it offers creative ways to improve teaching and learning, artificial intelligence (AI) integration into education has accelerated significantly on a comprehensive scale. However, there are significant obstacles to the use of AI in secondary schools in Sierra Leone, especially when it comes to teaching English grammar. Teachers and students are notably reluctant to adopt AI technologies, despite the inherent

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Chen, Na. "Research on the Application of Artificial Intelligence in English Teaching in Higher Education." Lecture Notes in Education Psychology and Public Media 77, no. 1 (2024): 56–62. https://doi.org/10.54254/2753-7048/2024.18143.

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With the rapid development of science and technology, the domain of artificial intelligence (AI) witnesses a surge in growth. It is employed in English language teaching for non-native speakers both at home and abroad. This essay will examine the advantages and disadvantages of AI applications in English teaching, with a particular focus on higher education in China. A sampling survey is conducted to investigate the utilization of AI in English language teaching at the post-secondary level. The research involves administering a questionnaire to a sample of 50 college students to inquire about

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Ling, Zhang. "AI-Assisted College English Writing: Deep Cognitive Processing and Teaching Practice." Education Study 7, no. 3 (2025): 249–51. https://doi.org/10.35534/es.0703050.

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Dong, Jie, and Qingyun Zhang. "Research on the Construction of Higher Education Smart Courses Empowered by Artificial Intelligence." Higher Education and Practice 2, no. 1 (2025): 1–6. https://doi.org/10.62381/h251101.

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In order to actively implement the national education digitalization strategy action and promote the deep integration of artificial intelligence technology with education and teaching, this study aims to explore the application and impact of artificial intelligence (AI) technology in curriculum construction, which mainly focuses on the application of AI technology, updating the teaching concepts and contents, and innovating the teaching design, and the construction of higher education smart courses driven by AI technology, which focuses on personalized learning experience , intelligent-assiste

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Guo, Yujie. "Teaching Model of Swimming Skills Training Under the Background of Artificial Intelligence." International Journal of Ambient Computing and Intelligence 15, no. 1 (2024): 1–18. http://dx.doi.org/10.4018/ijaci.356382.

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Global swimming competitiveness, driven by enhanced training science, necessitates innovative strategies. High-level swimmers worldwide follow common principles, underscoring AI's potential in training enhancement. Software engineering education actively seeks to align talent development with industry needs, particularly via AI-driven creation of immersive training environments for students. Despite UWB's prominence among wireless positioning technologies and ongoing Chinese research, its application in sports arenas is yet limited. This paper presents a graphical representation of AI in swimm

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Chen, Zhuoyi. "Artificial Intelligence Versus Human Teachers: Multimedia Class Design in the Context of Artificial Intelligence." Communications in Humanities Research 59, no. 1 (2025): 107–13. https://doi.org/10.54254/2753-7064/2024.22748.

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In the information age, multimedia has been applied across various fields. By integrating text, images, audio, video, and animation, multimedia provides diverse interactive experiences that enhance human understanding and feedback. In education, multimedia teaching has been widely adopted. It has not only become a common teaching method in traditional offline classrooms but has also facilitated online teaching, overcoming the constraints of time and space. With the global interest in generative Artificial Intelligence, exemplified by ChatGPT, the application of Artificial Intelligence in multi

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Georgiev, Svetoslav, and Joseph Tinsley. "Exploring Student Acceptance and Perceptions of AI-Assisted PowerPoint Creation." African Journal of Inter/Multidisciplinary Studies 6, no. 1 (2024): 1–13. https://doi.org/10.51415/ajims.v6i1.1521.

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Generative AI (GenAI) has had a disruptive effect on teaching and learning in Higher Education contexts. This paper addresses the need to examine students’ perceptions and acceptance of teacher GenAI usage in real world classroom settings. Using a qualitative research design, we explore the student acceptance and perceptions of AI-assisted learning materials (i.e., presentation slides generated by Microsoft PowerPoint Designer). The study draws its sample from one of the top transnational universities in China. Two rounds of focus group interviews with a total of 11 final-year undergraduate st

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Resyadi, Herman. "Integrating AI in Language Teaching: Challenges and Opportunities for Novice Efl Teachers." Edukasi: Jurnal Pendidikan dan Pengajaran 12, no. 01 (2025): 124–40. https://doi.org/10.19109/z7qmss50.

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This research explored the challenges and opportunities that novice EFL teachers face in integrating AI into their teaching practices. Using a mixed-method approach, the study combined quantitative data from a survey of 30 novice EFL teachers with qualitative insights from interviews with seven participants selected from the survey group. The survey data were analyzed using descriptive statistics, while the interview responses underwent thematic analysis. The findings revealed that the challenges were limited understanding of how to use AI tools in a more advanced or contextually appropriate w

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Mohammad Aniq Bin Amdan, Naldo Janius, Mohd Norhazli Bin Jasman, and Mohd Aidil Hazidi Bin Kasdiah. "Advancement of ai-tools in learning for technical vocational education and training (TVET) in Malaysia (empowering students and tutor)." International Journal of Science and Research Archive 12, no. 1 (2024): 2061–68. http://dx.doi.org/10.30574/ijsra.2024.12.1.0971.

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The potential of Artificial Intelligence (AI) in Technical and Vocational Education and Training (TVET) in Malaysia, has an advantage in Education. Given the swift progress of AI technology, Malaysia’s TVET sector can utilise AI-assisted learning to improve teaching and learning. Malaysia’s TVET institutions can enhance skill acquisition among students by adopting advanced tools like adaptive learning algorithms, virtual simulations, and intelligent tutoring systems, which cater to diverse learning styles. Nevertheless, like any other area, Malaysia encounters obstacles such as ethical dilemma

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Markwell, Tristan. "Creación de juegos formales de futuros con asistencia de IA." Economía Creativa, no. 20 (May 15, 2024): 32–47. http://dx.doi.org/10.46840/ec.2024.20.a2.

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Games have been part of futures since its establishment as a discipline, and have been experiencing a surge of creative en-ergy that mirrors the growth of the tabletop gaming industry. However, the difficulty and time commitment of designing and developing a formal game has inhibited the development of games at levels of quality and complexity approaching com-mercial games. Recent advances in Artificial Intelligence make it possible to narrow the gap between the two. By combining multiple AI and other free and commercial tools, a game made in a few weeks for a class presentation was effective

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Zu, Baokai, Hongyuan Wang, Hongli Chen, and Yafang Li. "Adapting High-Level Language Programming (C Language) Education in the Era of Large Language Models." Journal of Contemporary Educational Research 9, no. 5 (2025): 264–69. https://doi.org/10.26689/jcer.v9i5.10508.

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With the widespread application of large language models (LLMs) in natural language processing and code generation, traditional High-Level Language Programming courses are facing unprecedented challenges and opportunities. As a core programming language for computer science majors, C language remains irreplaceable due to its foundational nature and engineering adaptability. This paper, based on the rapid development of large model technologies, proposes a systematic reform design for C language teaching, focusing on teaching objectives, content structure, teaching methods, and evaluation syste

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Jazbec, Saša. "Die disruptive Kraft in klassenräumen oder über die KI-unterstützten Tools beim Fremdsprachenlehren und -lernen." Journal for Foreign Languages 15, no. 1 (2023): 241–58. http://dx.doi.org/10.4312/vestnik.15.241-258.

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The article discusses Artificial Intelligence (AI) as a disruptive power, i.e., a power that – as the dictionary SSKJ states – “because of its otherness, its visionary conception in relation to the status quo, acts boldly and unexpectedly”. At the beginning of the paper, the theoretical background of AI tools is presented, along with some examples of the potential and problems of their use in foreign language teaching. The use of AI-powered tools in foreign language teaching must be thoroughly considered, researched, and regulated at national and supranational levels – e.g., the ethical aspect

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Mohammadi, Moloud. "Advancing an Integrative AI-assisted Adaptive Learning Environment for Teacher Education: Case of the BRICS Countries." Education and Self Development 19, no. 4 (2024): 82–95. https://doi.org/10.26907/esd.19.4.07.

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Integrating artificial intelligence (AI) into teacher professional development (PD) is a promising way to enhance teaching practices and foster innovation in education. However, the development and adoption of AI-based educational platforms face unique challenges in the BRICS region, including technological infrastructure and cultural diversity. This study aimed to identify key aspects of teaching in developing an integrative AI-assisted adaptive learning environment (ALE) in the region. Theoretical methods were used along with qualitative analyses of in-depth interviews and focus group discus

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Zhu, Jie. "Exploring Innovative Piano Teaching Models with AI Assistance." Region - Educational Research and Reviews 6, no. 12 (2024): 166. https://doi.org/10.32629/rerr.v6i12.3023.

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With the rapid development of artificial intelligence technology, the field of piano teaching is ushering in a profound change. This paper explores the innovative piano teaching mode assisted by artificial intelligence, which realizes personalized learning path planning, precise real-time feedback, emotional interactive experience and diversified teaching resources integration by deeply integrating AI technology and traditional teaching methods. This paper analyzes how the model breaks through the limitations of traditional teaching, improves students' learning efficiency and interest, and at

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