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The conceptualization and implementation of artificial intelligence (AI) in online learning have shown the most effective ways to use AI pedagogically. Viewing AI as a tool for online learning is crucial. By integrating AI technologies into teaching practices, educators can create more engaging, effective, and personalized learning experiences for their students. However, it is essential to use AI responsibly, ensuring it complements and enhances the role of educators rather than replacing human interaction and support. This article begins by outlining its purpose and providing an overview of AI history. It will presents a comparative literature analysis, discussing the advantages and disadvantages of using AI in online learning. Finally, the article explores how to incorporate AI into online teaching practices and offers strategies to encourage students to utilize AI effectively.

In an increasingly ageing, multilingual, and digitalised society, there is still a lack of research on older adults' adoption and use of mobile technology for supporting their self-directed second language learning. In the present study, we investigated the extent to which seniors residing in Germany (aged 60+) engage in mobile-assisted language learning (MALL) and the factors encouraging or discouraging them from using language learning apps by conducting a web-based survey (n = 208) and a series of in-depth individual interviews (n = 22). Our results show that (1) participants were resistant to fully embrace the potential of MALL despite their active engagement in language learning and extensive use of digital technology, online resources, and mobile devices; and (2) self-perceived digital literacy and openness towards new developments are strong factors favouring the use of language learning apps in older adulthood. We interpret and discuss these results in the light of theoretical accounts of mobile learning and education in (older) adults, emphasising the need to consider the specific requirements of late-life learners in future implementations of language learning apps. Based on our results, we highlight several implications for designers and developers of such apps intended to facilitate full inclusion of seniors as mobile language learners. [ABSTRACT FROM AUTHOR]

While the use of apps specifically designed for language learning has witnessed a surge over the past decade, research on the productivity of these apps for language learning purposes along with their essential design and content features from students’ lens remains scant. The present paper illustrates an attempt to explore the way using language learning apps throughout an academic semester develops university level students’ semi-technical English language knowledge and the features and qualities they find essential in these educational apps. Drawing on empirical data obtained from pre- and post-tests and App Feature Interview form, it was observed that students who used language learning apps had a significantly better performance in a semi-technical English language post-test compared to the students who did not use language learning apps of their choice. Following content analysis, participants’ responses to an interview question were explored to determine the qualities they found crucial for language learning apps. Students highlighted 18 qualities, which were categorized under three main themes: smartphone, pedagogical content, and design features, as required for effective language learning apps. The findings of this study provide insights for educational app designers and educators on what works better in these apps from users’ perspective.

The current development in mobile learning has seen an unprecedented rise in the last decade and, moreover, the present pandemic situation has speeded up the process of eLearning implementation even in areas that were still rather reluctant in this respect. The paper attempts to provide the results and analysis of the subjective satisfaction of the users of these foreign language learning apps. Qualitative research was conducted at the Faculty of Informatics and Management of the University of Hradec Kralove, the Czech Republic, as a qualitative study through a set of guided interviews with students/users. The respondents (n=18) were the students of information science and data science of the university; therefore, their opinion can prove to be very useful as they are well informed and they also represented the youngest generation, i.e. Millennials, who may have rather different needs from the previous generations, and these needs are, naturally, reflected in their use of technology. The tested apps belong to the most popular and most downloaded free apps for foreign language learning currently available in the iOS and Android markets. The findings of the research clearly show that the main concern of the users of the apps was the lack of AI utilization and old-fashioned interface of the apps despite the fact that they are relatively new. Another major concern was the old-fashioned design, and regarding human-computer interaction in these apps, the lack of machine learning and deep learning strategies. [ABSTRACT FROM AUTHOR]

Integration of technology into foreign language learning could extend the opportunities for language contact and better retention in the context of newly arrived refugees in the European countries. Research has shown that technology increases the motivation in foreign language learning and also fosters learner autonomy by allowing the learners to personalise the learning and enables them to self-regulate. The use of mobile technologies for language learning is also in accordance with a constructivist approach that caters for learner involvement and agency in the learning process not only in classrooms but outside the classroom as well. Refugees, asylum seekers and migrants readily have mobile devices at hand which could also be used in the classrooms where they are learning new languages. The teachers should also be able to exploit these devices to develop refugees’ language skills. These reasons have become the driving force behind the YoruRNI project that focuses on the refugee crisis in Europe, giving particular attention to inclusive schooling of asylum seekers and migrants in vocational schools (age 15+). This paper covers the initial findings of the project needs analysis as well as literature review to disseminate best practices on the use of mobile devices and apps in teaching languages of the host countries to the refugees, asylum seekers and migrants.

Integration of technology into foreign language learning could extend the opportunities for language contact and better retention in the context of newly arrived refugees in the European countries. Research has shown that technology increases the motivation in foreign language learning and also fosters learner autonomy by allowing the learners to personalise the learning and enables them to self-regulate. The use of mobile technologies for language learning is also in accordance with a constructivist approach that caters for learner involvement and agency in the learning process not only in classrooms but outside the classroom as well. Refugees, asylum seekers and migrants readily have mobile devices at hand which could also be used in the classrooms where they are learning new languages. The teachers should also be able to exploit these devices to develop refugees' language skills. These reasons have necessitated the YoruRNI project that focuses on the refugee crisis in Europe, giving particular attention to inclusive schooling of asylum seekers and migrants in vocational schools (age 15+). This paper covers the initial findings of the project needs analysis as well as literature review to disseminate best practices on the use of mobile devices and apps in teaching languages of the host countries to the refugees, asylum seekers and migrants. [ABSTRACT FROM AUTHOR]

In recent years scholars have explored the use of mobile devices as potential sources for language learning and teaching. Mobile phones and tablets, especially, have been researched with a focus on effectively building vocabulary primarily among university-level students. Comparable research in other age groups has not been as widespread. This study examines the nature of preschool-aged children's use of iPads for independent language learning. In addition, the study identifies the characteristics of the participants' (n = 7) preferred apps and aims to determine if the participants were able to make gains in vocabulary recall and listening comprehension after a six-month period of independent language learning. The results of this study indicate that the children and their parents established rituals and clear guidelines for playing on the iPad as a means to provide language-learning opportunities. Additionally, they were able to demonstrate moderate gains in vocabulary recall and listening comprehension. [ABSTRACT FROM AUTHOR]

This study explored how four groups of language learners used a mobile software application for learning idiomatic expressions and collocations. A total of 45 participants in the study used the application for a period of one week. Data collected from the application, a questionnaire, and follow-up interviews showed that participants usage of the application correlated with their average scores on the quizzes in the application and that usage of the application can be predicted by a variety of factors, such as language proficiency, users' average daily usage of their mobile devices, and motivation and learning goals. Findings also underscored the importance of providing language learners with resources to help them learn idiomatic expressions and collocation. Furthermore, results showed that participants have strong positive attitudes toward the use of mobile technology in language learning. [ABSTRACT FROM AUTHOR]

Despite its increasing popularity, application-based (app-based) second language (L2) learning faces the persistent issue of low learner engagement. This study explored app-based L2 vocabulary self-study as a course assignment by drawing on Mercer and Dörnyei's (2020) latest proposal of goal-setting with feedback for stimulating learner engagement and motivation. We adopted a quasi-experimental design that consisted of a treatment group who completed goal-setting-and-checking activities (n = 32) and a control group who did not (n = 31), and compared learner engagement as indexed by the number of words studied weekly and L2 skill development as assessed by TOEIC scores before and after app use. Ratings and comments were also collected from the treatment group on goal-setting-and-checking activities and from both groups on two supplementary feedback tools, Unfinished Lists (lists of students who did not finish app-based self-study assignments) and leaderboards (student rankings based on assignment performance). Quantitative results showed the treatment group studied more words than the control group, although TOEIC scores did not differ between or change within groups significantly. Quantitative ratings and qualitative comments supported overall positive effects of these three pedagogical interventions. Practical suggestions are provided to guide L2 instructors to adapt these pedagogical interventions into their teaching. [ABSTRACT FROM AUTHOR]