Exploring AI in computer assisted language learning: pedAIgogies, prompts, personalisation and policies

This article is based on an institutional project entitled ‘Generative Artificial Intelligence in teaching and learning processes of HE students: the case of language learners’. The aim is to establish the extent to which second year undergraduate language students experience, perceive and potentially employ the use of Artificial Intelligence tools and the possible impact upon their language learning and performance.The study consists of data from language students (n=75) in an Irish university setting. The data elicitation was carried out using a number of methods: an anonymous online end-of-semester survey; a feedback session with breakout groups during the final lecture and final essays produced by students reflecting on their use of AI in their learning. A mixed-methods approach was employed using quantitative analysis for the survey results and qualitative analysis for the focus groups and the reflective essays. A deductive thematic analysis was implemented using the software NVIVO. The results from the analysis are discussed in comparison with the authors’ ongoing research that has been investigating important emerging trends and practices within Computer Assisted Language Learning and AI. These include: prompt writing processes; professional practices; pedAIgogies; personalisation; ethical issues and academic integrity policy processes. The final findings and conclusions reveal a need for rethinking our pedagogies and our pace - adopting a festina lente approach - and an urgent need for developing AI literacies in conjunction with university policies. In conclusion, we recommend the critical use of open educational resources to support the integration of AI in language learning.