#language learning
5 أوراق
OpenAI
AI Product and Learning Report
OpenAI made its Decisions API generally available on October 22. The release focuses on rapid choices among defined outcomes, creating a practical design question for education: when should an application wait, clarify or offer help?
Javad Zare, Ahmad Al-Issa, Fatemeh Ranjbaran Madiseh
ReCALL
ChatGPT-supported essay activities increased immediate task motivation in a small study of university English learners. The comparison with peer-supported writing was significant just after instruction, but not at the one-month follow-up. The study measured motivation rather than improvement in writing competence. Its results suggest a possible short-term engagement benefit while showing why a lasting within-group increase should not be described as a lasting advantage over another teaching approach.
OpenAI
AI Product and Learning Report
OpenAI released GPT-Live-1 through its API on September 10, with simultaneous listening and speaking, interruption handling, and delegated reasoning. This September 14 report focuses on language-learning design. An early Speak account suggests fewer interruptions, but does not establish improved proficiency. Anthropic's continuity features and Gemini's Guided Learning provide useful contrasts: good assistance must leave learners room to formulate an answer, revise it, and decide when they need help.
Dongliang Ding, Ahmad Muhyiddin B Yusof
Humanities and Social Sciences Communications
A six-week study compared 60 learners in two existing IELTS-preparation classes. Those using Mondly for supplementary speaking practice improved more on oral assessments and reported a larger reduction in speaking anxiety than those using alternative practice activities. Interviews described useful repetition and a less judgmental setting, alongside limitations in conversational variety. The evidence is encouraging but class-based allocation, one commercial platform and short follow-up limit causal and long-term conclusions.
Feifei Wang, Nuoen Li, Alan C. K. Cheung, Gary K. W. Wong
International Journal of Educational Technology in Higher Education
A mixed-methods study combined a survey of 682 Chinese university students with 40 follow-up interviews about AI use in language learning. Trust was associated with reliance, resistance, and intentions, while self-directed learning moderated the relationship between intention and reported use. Interviews distinguished thoughtful use from uncritical dependence. Because the design was cross-sectional and self-reported, the model explains patterns of association rather than causal pathways or measured language gains.