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Artificial intelligence-based language learning tools have seen increasing adoption in recent years. ChatGPT, an AI assistant developed by OpenAI, has emerged as a popular supplemental tool for practicing English as a foreign language. However, integrating new technologies into language learning requires understanding how end users perceive and experience them. This study explored the perspectives of EFL students on using ChatGPT at three Western universities in Saudi Arabia. The main aim of this study was to explore EFL students’ perspectives on using ChatGPT at three Western universities in Saudi Arabia. This research bears critical significance in optimizing the implementation and design of AI-assisted language learning tools. The primary question addressed was “What are EFL students’ perceptions of the effectiveness and usability of ChatGPT as a supplemental language learning tool?”. A primary quantitative study methodology has been used in the paper. A questionnaire gathering data on perceptions of usability, effectiveness, and impact on learning was distributed to 299 university EFL students. Descriptive statistics and chi-square tests were conducted to analyze the responses. The findings showed that students held a moderately positive view of ChatGPT, seeing it as enhancing understanding and communication abilities in English language learning. Ease of use also significantly impacted students’ preferences and intent to continue utilization. While engagement levels varied, many reported weekly usage of ChatGPT. Gauging EFL learners’ perceptions provided insights that can help tailor AI language tools to better align with individual needs and profiles.
Artificial intelligence-based language learning tools have seen increasing adoption in recent years. ChatGPT, an AI assistant developed by OpenAI, has emerged as a popular supplemental tool for practicing English as a foreign language. However, integrating new technologies into language learning requires understanding how end users perceive and experience them. This study explored the perspectives of EFL students on using ChatGPT at three Western universities in Saudi Arabia. The main aim of this study was to explore EFL students’ perspectives on using ChatGPT at three Western universities in Saudi Arabia. This research bears critical significance in optimizing the implementation and design of AI-assisted language learning tools. The primary question addressed was “What are EFL students’ perceptions of the effectiveness and usability of ChatGPT as a supplemental language learning tool?”. A primary quantitative study methodology has been used in the paper. A questionnaire gathering data on perceptions of usability, effectiveness, and impact on learning was distributed to 299 university EFL students. Descriptive statistics and chi-square tests were conducted to analyze the responses. The findings showed that students held a moderately positive view of ChatGPT, seeing it as enhancing understanding and communication abilities in English language learning. Ease of use also significantly impacted students’ preferences and intent to continue utilization. While engagement levels varied, many reported weekly usage of ChatGPT. Gauging EFL learners’ perceptions provided insights that can help tailor AI language tools to better align with individual needs and profiles.
The increased access to artificial intelligence (AI) applications has made it possible to develop more engaging and complex educational activities for students in different disciplines. This research explored expanding university students’ knowledge of scientific entrepreneurship skills using an Artificial Intelligence application. The students participated in a training experience using the conversational ChatGPT language model to generate narrative scripts for various topics on scientific discoveries and technological advances to create new products or services that offer cost-effective solutions based on science. The experience was designed employing the i4C model (identify, ideate, invent, inform). The study used a two-sample design with repeated measurements based on a pre-test and post-test. One hundred five graduate students from two master’s degree programs at the Bolivarian University of Ecuador participated during the 2022–2023 academic period. The results indicate that the students notably improved in acquiring the knowledge necessary for scientific entrepreneurial skills. The study concluded that applying AI ChatGPT with a narrative scripting strategy can create new learning opportunities for students.
IntroductionAlcohol-involved sexual assault (AISA) survivors who were drinking at the time of the assault may be at risk of internalizing victim-blaming myths and stigma. Cognitive-behavioral models posit the link between AISA and negative emotional outcomes may be explained through maladaptive appraisals and coping – i.e., characterological and behavioral self-blame, shame, low self-compassion (i.e., high self-coldness, low self-caring), and fear of self-compassion.MethodsUsing a cross-sectional design and community sample of younger adults (N = 409 Canadians, M = 28.2 years old, 51.3% women), we examined these mechanisms’ unique effects in mediating the associations between AISA and posttraumatic stress, general anxiety, and depressive symptoms, respectively.ResultsIn terms of gender differences, AISA was more common, self-coldness higher, and general anxiety symptoms more frequent in women, and fear of self-compassion was higher in men. Using structural equation modeling that controlled for gender and the overlap between outcomes, shame emerged as the strongest mediator linking AISA with all emotional outcomes. Fear of self-compassion also partially mediated the AISA-posttraumatic stress symptom association, self-coldness partially mediated the AISA-general anxiety symptom association, and characterological self-blame fully mediated the AISA-depressive symptom association.ConclusionAvoidance-based processes, ruminative−/worry-based cognitions, and negative self-evaluative cognitions may be distinctly relevant for AISA-related posttraumatic stress, general anxiety, and depressive symptoms, respectively, after accounting for the overarching mediation through shame. These internalized stigma-related mechanisms may be useful to prioritize in treatment to potentially reduce AISA-related negative emotional outcomes, particularly for AISA survivors with posttraumatic stress, general anxiety, and/or depressive symptoms.
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