PBL Using AI Technology-based Learning Tools in a College English Class

Abstract

This study aims to develop and implement a PBL framework using AI technology-based learning tools, namely, Naver Papago, Google Translate, and Grammarly. The six-week framework was embedded into a General English course at a university, and a total of 20 students participated in the study. After collecting 19 students’ questionnaires and 4 sets of group journals in which 20 students participated in four groups, the data were analyzed in order to investigate the students’ English learning experiences through the General English course. The findings are as follows. The students had positive English learning experiences in terms of cognitive factors, affective factors, satisfaction, linguistic factors, knowledge construction, and reflective practices. On the other hand, the students had negative learning experiences in relation to the inadequate quality of AI technology-based tools and the rather over-reliance on the tools. The study concludes with some pedagogical implications: the inclusion of a student-initiated grammar session involving feedback provided by Grammarly, and English language practices involving speaking and writing, both of which should serve to lower the over-reliance of the technology-based tools.