Abstract:
In order to promote the digital transformation of teaching and improve the teaching effect of elementary Chinese language teaching in Japanese university, the authors propose a blended learning model of "two-stage learning process" based on the theory of Instructional Design, in which online self-study classes and offline lectures are integrated. Specifically, on the basis of a unified textbook, the online self-study class uses video teaching materials and an APP with AI speech recognition to learn and practice the language items, while the offline class applies and outputs the language items through language communication activities. Based on this model, we developed a series of digital teaching materials and a learning management system (LMS), and launched a pilot implementation of the blended learning model at the university where we teach in FY2023. The pedagogical effectiveness of this model has been verified through the learning data of the LMS, the results of regular exams and questionnaires. This manuscript reports on the blended learning model and its pedagogical effectiveness with the concept of digital transformation.
The development of technology, especially Generative AI, has resulted in the incorporation of technology-supported learning in academic writing courses (Malik et al., 2023; Zulfa et al., 2023). The integration of Generative AI in an academic writing curriculum may contribute to ‘advanced teaching and learning experiences by facilitating assessment, tutoring, content generation, and feedback for both lecturers and students’ (Maphoto et al., 2024, p.142). This presentation will showcase how Generative AI (i.e., XIPU AI) can be integrated into an EAP writing curriculum at a Sino-British university in order for EAP learners to use Generative AI in the academic writing process, namely the brainstorming, planning, feedback and revising stages. Specifically, some examples of teaching practices will be shared to demonstrate how students can be trained and instructed concerning the functionality of the Generative AI tool, the connection between GenAI-generated content and assessment-specific elements, ethical considerations, etc. To be practical, some possible content and formats of learning activities/ tasks involved in GenAI-assisted academic writing will be presented to hopefully provide pedagogical implications for EAP practitioners. Based on empirical data, pre- and post-intervention surveys and interviews, the presentation will also reflect on the benefits, challenges, and concerns of this intervention from the perspectives of both EAP learners and lecturers.
References:
Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., & Darwis, A. (2023). Exploring Artificial Intelligence in Academic Essay: Higher Education Student’s Perspective. International Journal of Educational Research Open, 5, 100296. DOI: https://doi.org/10.1016/j.ijedro.2023.100296
Maphoto, K. B., Sevnarayan, K., Mohale, N. E., Suliman, Z., Ntsopi, T. J., & Mokoena, D. (2024). Advancing Students’ Academic Excellence in Distance Education: Exploring the Potential of Generative AI Integration to Improve Academic Writing Skills. Open Praxis, 16(2). https://doi.org/10.55982/openpraxis.16.2.649
Zulfa, S., Dewi, R. S., Hidayat, D. N., Hamid, F., & Defianty, M. (2023). The Use of AI and Technology Tools in Developing Students’ English Academic Writing Skills. International Conference on Education, 47–63. https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/proceedings/article/view/1811
