The Application of AI-Enhanced Learning Platforms in Teaching English Grammar to Non-English Majors at Van Hien University

Từ khóa:
AI-enhanced learning platforms gamification English grammar non-English majors EFL
Tóm tắt
Teaching English grammar to non-English majors often faces challenges such as a lack of student motivation and limited exposure to the language. AI-enhanced learning platforms, such as Quizizz, Blooket, Wordwall, and Kahoot!, offer innovative solutions by gamifying grammar instruction, providing immediate feedback, and personalizing the learning experience. This library research investigates how these platforms can be used to improve grammar proficiency among non-English majors in English as a Foreign Language (EFL) contexts. Drawing on recent studies, the paper examines how these tools improve grammatical accuracy, spark student engagement, and address challenges like technological barriers and teacher training requirements. Findings suggest that when thoughtfully integrated into curricula, AI-enhanced platforms can significantly improve grammar learning outcomes. Recommendations are provided for implementing these platforms at institutions like Van Hien University to optimize teaching effectiveness in tertiary EFL settings.
Tài liệu tham khảo
  1. [1]. Akbarani, R. (2023). The use of Artificial Intelligence in English Language Teaching. International Journal of English Learning and Applied Linguistics, 4(1), 14–23. https://doi.org/10.21111/IJELAL.V4I1.10756
  2. [2]. Alawiyah, R., Elthia, M. W., & Tanashur, P. (2024). Investigating the effectiveness of Kahoot quizzes in grammar learning. International Journal of Language, Humanities, and Education, 7(2), 205–212. https://doi.org/https://doi.org/10.52217/ijlhe.v7i2.1608
  3. [3]. Ali El Deen, A. M. M. (2023). Students’ boredom in English language classes: Voices from Saudi Arabia. Frontiers in Psychology, 14, Article 1108372. https://doi.org/10.3389/fpsyg.2023.1108372
  4. [4]. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed). SAGE Publications.
  5. [5]. Ismailovna, F. M., & Xumora, A. (2024). Grammar games: Making language learning fun and engaging. Journal of Advanced Scientific Research, 5(11). https://www.sciencesage.info/index.php/jasr/article/view/351
  6. [6]. Junior, J. B. B. (2020). Assessment for learning with mobile apps: Exploring the potential of quizizz in the educational context. International Journal of Development Research, 10(1), 33366–33371. https://www.journalijdr.com/assessment-learning-mobile-apps-exploring-potential-quizizz-educational-context
  7. [7]. Kovalenko, I., & Baranivska, N. (2024). Integrating artificial intelligence in English language teaching: Exploring the potential and challenges of AI tools in enhancing language learning outcomes and personalized education. European Socio-Legal and Humanitarian Studies, 1, 86–95. https://doi.org/10.61345/2734-8873.2024.1.9
  8. [8]. Krippendorff, K. (2018). Content Analysis: An Introduction to Its Methodology (4th ed). SAGE Publications. https://www.amazon.com/Content-Analysis-Introduction-Its-Methodology/dp/150639566X
  9. [8]. Laily Lupita Sari, N., & Avifah, I. (2023). Students’ perceptions on the use of gamification approach in grammar class. Indonesian Journal of Education (INJOE), 3(2), 227–234. https://injoe.org/index.php/INJOE/article/view/62
  10. [9]. Le, T. N. H. (2024). The effectiveness of using Quizizz in teaching English as a foreign language at a tertiary level. Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (Online), 3(1), 207–222. https://doi.org/10.60087/JKLST.VOL3.N1.P222
  11. [10]. Lestari, P., & Sihombing, L. H. (2022). Kahoot; a digital learning platform to improve vocabulary and grammar skills. Translitera: Jurnal Kajian Komunikasi Dan Studi Media, 11(2), 39–44. https://doi.org/10.35457/TRANSLITERA.V11I2.2386
  12. [11]. Pham, A. T. (2023). The impact of gamified learning using Quizizz on ESL learners’ grammar achievement. Contemporary Educational Technology, 15(2), Article ep410. https://doi.org/10.30935/cedtech/12923
  13. [12]. Pham, A. T., & Ly, D. T. (2023). EFL students’ perceptions on the use of Blooket in grammar classes. Proceedings of the 2023 8th International Conference on Distance Education and Learning, 91–97. https://doi.org/10.1145/3606094.3606117
  14. [13]. Pitoyo, M. D., & Asib, A. (2020). Gamification-based assessment: The washback effect of Quizizz on students’ learning in higher education. International Journal of Language Education, 4(1), 1–10. https://doi.org/10.26858/ijole.v4i2.8188
  15. [14]. Son, J.-B., Ružić, N. K., & Philpott, A. (2023). Artificial intelligence technologies and applications for language learning and teaching. Journal of China Computer-Assisted Language Learning, 1–19. https://doi.org/10.1515/JCCALL-2023-0015
  16. [15]. Umar, U. (2024). Advancements in English Language Teaching: Harnessing the Power of Artificial Intelligence. Foreign Language Instruction Probe, 3(1), 29–42. https://doi.org/10.54213/FLIP.V3I1.402
  17. [16]. Yudhawati, H. T., Iffah, I. F., Putri, I. C., Melyana, M., & Almanar, M. A. (2024). The effort of improving grammar mastery through Wordwall unjumble sentence. Foremost Journal, 5(2), 209–220. https://doi.org/10.33592/FOREMOST.V5I2.5136
  18. [17]. Zhang, L. J., & Sun, Q. (2022). Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking. Frontiers in Psychology, 13, Article 918989. https://doi.org/10.3389/fpsyg.2022.880408