Umetna inteligenca oziroma orodja, podprta z umetno inteligenco, pri pouku in za pouk tujih jezikov – empirična raziskava o stališčih učiteljev tujega jezika v Sloveniji

Jazbec, Saša

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Title:	Umetna inteligenca oziroma orodja, podprta z umetno inteligenco, pri pouku in za pouk tujih jezikov – empirična raziskava o stališčih učiteljev tujega jezika v Sloveniji
Authors:	ID Jazbec, Saša (Author)
Files:	RAZ_Jazbec_Sasa_2024.pdf (887,86 KB) MD5: 097F4FF9D42F1F42CC3258A304CACC61 https://doi.org/10.4312/ars.18.1.115-130
Language:	Slovenian
Work type:	Scientific work
Typology:	1.01 - Original Scientific Article
Organization:	FF - Faculty of Arts
Abstract:	Umetna inteligenca je izjemno aktualna in interdisciplinarno obravnavana tema. Pričujoči prispevek obravnava denimo UI pri pouku in za pouk tujega jezika z vidika učiteljev tujega jezika. Poskusu opredelitve UI, kratkemu pregledu virov in poskusu umestitve UI v koncept učenja in poučevanja tujih jezikov (nemščine in angleščine) sledi obravnava možnosti ter pasti rabe orodij, ki jih podpira UI, pri pouku tujega jezika. V empiričnem delu pa so predstavljeni rezultati analize z anketnim vprašalnikom zbranih mnenj oziroma stališč učiteljev tujih jezikov do rabe UI in orodij, podprtih z UI, pri pouku in za pouk tujih jezikov. Rezultati, analize in odgovori na raziskovalna vprašanja so pokazali, da so mnenja anketiranih učiteljev precej homogena. Anketirani menijo, da ima UI več prednosti kot slabosti. Zelo objektivno in realno so ocenili tudi nevarnosti in kompetence, ki jih bo raba UI v šoli zaobšla in ki jih bo treba posebej poudarjeno razvijati, ter tiste, ki jih bo raba UI pospešeno razvijala. Tudi korelacije med analiziranimi spremenljivkami niso ovrgle enotnih in stabilnih mnenj anketiranih, saj so pokazale, da ni statistično relevantnih razlik med mnenji učiteljev nemščine in angleščine.
Keywords:	pouk tujega jezika, učitelji tujega jezika, umetna inteligenca, raba UI, orodja, podprta z UI
Publication status:	Published
Publication version:	Version of Record
Publication date:	17.10.2024
Year of publishing:	2024
Number of pages:	str. 115-130
Numbering:	Letn. 18, št. 1
PID:	20.500.12556/DKUM-91079
UDC:	37.091.3:81:004
ISSN on article:	1854-9632
COBISS.SI-ID:	212158467
DOI:	10.4312/ars.18.1.115-130
Publication date in DKUM:	28.02.2025
Views:	231
Downloads:	36
Metadata:
Categories:	Misc.
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Record is a part of a journal

Title:	Ars & humanitas : revija za umetnost in humanistiko
Publisher:	Znanstvena založba Filozofske fakultete, Znanstvena založba Filozofske fakultete, Založba Univerze v Ljubljani
ISSN:	1854-9632
COBISS.SI-ID:	233246720

Document is financed by a project

Funder:	ARIS - Slovenian Research and Innovation Agency
Project number:	P6-0265-2019
Name:	Medkulturne literarnovedne študije

Licences

License:	CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International

Link:	http://creativecommons.org/licenses/by-sa/4.0/
Description:	This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.
Licensing start date:	17.10.2024

Secondary language

Language:	English
Title:	Artificial intelligence or tools supported by artificial intelligence in and for foreign language lessons – empirical research on the attitudes of foreign language teachers in Slovenia
Abstract:	The paper deals with a current and interdisciplinary topic: AI in and for foreign language learning and teaching from the perspective of foreign language teachers. An attempt to define AI, a brief overview of the literature and an effort to place AI in the framework of learning and teaching foreign languages (German and English) are followed by a discussion of the possibilities and challenges of using tools supported by AI in foreign language learning and teaching. The empirical part presents the analysis of a survey questionnaire conducted among foreign language teachers about their attitudes towards the use of AI and tools supported by AI in teaching foreign languages. The results, analyses, and answers to the research questions show that the opinions of the teachers surveyed are homogeneous. The respondents consider AI to have more advantages than disadvantages. In an objective and realistic way, the teachers assessed the threats the students will encounter and which skills the use of AI in school will bypass and will therefore need to be developed with particular emphasis, and which skills development the use of AI will accelerate. The correlations between the analysed variables also did not invalidate the uniform and stable opinions of the respondents, as there were no statistically significant differences between the opinions of German and English teachers.
Keywords:	foreign language teachers, perspectives, AI tools, use of AI

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