University students’ perspectives on the benefits and challenges of emergency remote teaching during the Covid-19 pandemic in Ghana

Language Education and Artificial Intelligence: An Exploration of Challenges Confronting Academics in Global South Universities

“…This has grave repercussions when it comes to the use of AI systems for language proficiency assessments as this can lead to biases in evaluation, as certain systems may unfairly penalize students who use non-standard language varieties (Lawrence, 2023;Mphahlele & McKenna, 2019). Additionally, a lack of transparency and limited oversight can lead to unethical or inappropriate use of these technologies in language learning, which can negatively impact student learning outcomes (Omari et al, 2022;Silva et al, 2022;Winke & Isbell, 2017). As such, without accountability, there may be no recourse for educators or students if something goes wrong with these technologies, which can lead to dissatisfaction and frustration.…”

“…It is argued that AI-powered technologies make tasks easier and eliminate the need for students and lecturers to put in the same level of effort they would have had to previously (Tehzeeb & Raza, 2022;Yalçin-Incik & Incik, 2022). Through their ability to do things such as automatically grading exams, there is a general sentiment that AI tools leave lecturers with less work to do in comparison to other traditional tools (Omari et al, 2022;Wiratman & Rahmadani, 2022). On the other hand, students have also been known to generate essays, making it easier for them to produce work without putting in much effort (Cotton et al, 2023;Yazici et al, 2023).…”

“…Over-reliance can lead to a lack of critical thinking and problem-solving skills, which are essential for academic success, and restricts students' and lecturers' development of important skills that are critical for educational development (Mikalef et al, 2022;Stoica, 2022). One must also note that while AI-powered technologies are designed to make tasks more efficient, they are not designed to be creative (Omari et al, 2022), thus, students and lecturers who rely solely on these tools may fail to develop their creativity, which is an essential aspect of learning (Sharma et al, 2022). Because AI technologies can only perform specific tasks that they are programmed to do, their scope is sometimes limited, and this can lead to a lack of diversity in the types of assignments and projects that students and lecturers undertake (Aziz & Silfiani, 2020;Gallacher et al, 2021).…”

Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model

“…In this process college students’ learning motivation has been impacted ( Daniels et al, 2021 ), and maintaining good learning motivation has become something that many college students strive to do. In particular, college students may be required to undergo online forms of education during the pandemic, forcing the need for increased time spent online, which further exacerbates their risk of problematic internet use ( Gavurova et al, 2022 ) and to some extent distressing learning ( Omari et al, 2022 ).…”