Incorporating Artificial Intelligence and MALL Strategies in EFL Classrooms: Interactive Pedagogical Praxis

Authors

  • Sohaib Alam Department of English, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Abdullah Bin Amer Street, 16278, Kingdom of Saudi Arabia
  • Farhan Ahmad Department of English, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Abdullah Bin Amer Street, 16278, Kingdom of Saudi Arabia
  • Yulia Nickolaeva Biryukova Russian Language Department, Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya 6, 117198 Moskva, Russia

DOI:

https://doi.org/10.15503/jecs2024.1.181.198

Keywords:

pedagogy, mobile-assisted language learning, artificial intelligence, language skills, interactive strategies

Abstract

Aim. Pedagogical practices in English as a Foreign Language (EFL) classrooms are facing numerous challenges, experiencing artificial intelligence coming into classrooms across the globe. The present study aims to decipher the challenges pedagogues face in tackling the EFL classroom situation. The research explores the problems teachers face after introducing the artificial intelligence revolution in academia.

Methods. The present study is devoted to the collection of responses from EFL teachers teaching language at university level. The study uses the quantitative method using a questionnaire to elicit responses from thirty eight (38) teachers teaching in different countries of the Middle East, especially at undergraduate level EFL students emphasising skills in the English language.

Results. The findings reveal that pedagogues are still in a dilemma as to whether to allow or restrict students use of artificial intelligence (AI) tools for language learning tasks.

Conclusion. The respondents reveal that the reason is insufficient literature on what and how to use AI tools effectively for language learning purposes.

Cognitive Value. The present study intends to investigate the issues and challenges that language classrooms are using to integrate AI tools for teachers and also tries to provide a roadmap of strategies that can be utilised to teach English language using mobile aided language learning (MALL) strategies. The present study findings can be beneficial for academia to decide, think, and enact students learning outcomes by using AI tools and MALL strategies for better future action plans in classroom pedagogy.

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Author Biographies

  • Sohaib Alam, Department of English, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Abdullah Bin Amer Street, 16278, Kingdom of Saudi Arabia

    Currently working as an Assistant Professor of English at the Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Alkharj, Kingdom of Saudi Arabia. He holds a Ph.D. in English Language Teaching (ELT) from Aligarh Muslim University, India. His areas of interest are Applied Linguistics, Pragmatics, Teaching Methods, Blended Learning, and Pedagogic Theory. He has presented papers at national and international conferences, published research articles and papers in Scopus and Web of Science-indexed journals. He has been teaching English for over 5 years.

  • Farhan Ahmad, Department of English, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Abdullah Bin Amer Street, 16278, Kingdom of Saudi Arabia

    Currently working as an Assistant Professor of English at the Department of English, College of Science and Humanities in Alkharj, Prince Sattam bin Abdulaziz University, Kingdom of Saudi Arabia. He is an active researcher and published articles in Scopus and Web of Science. His research interests include performance studies, modern European drama, cultural studies, gender studies and ESL/EFL pedagogy.

  • Yulia Nickolaeva Biryukova, Russian Language Department, Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya 6, 117198 Moskva, Russia

    She developed an integrative model for teaching students to read, which can be used in the professional activity of translators of professionally oriented texts. The results of this development were reflected in her Ph.D. thesis, which she defended in 2016. Subsequently, the scope of her research work was expanded. Today, Yulia Nikolaevna is actively involved in the problems of professional-communicative training of foreign medical specialists in the context of informatisation of higher education as well as the design, modeling and implementation of a linguo-methodological information environment for continuous professionally oriented teaching of the Russian language to foreign medical students. Yu.N. Biryukova is the author of a large number of articles (55 for the last 5 years), textbooks (5 for the last 5 years), monographs (4 for the last 5 years), which reflect the results of her research activities. The researcher actively participates in various international conferences in order to present the achieved results her research activities. She is the member of Association of Language testers in Europe, the member of Peter’s the Great Academy of Sciences and Arts, the member of Russian society of Russian language and literature teachers (ROPRYAL).

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Published

2024-06-13

How to Cite

Alam, S. ., Ahmad, F., & Nickolaeva Biryukova, Y. (2024). Incorporating Artificial Intelligence and MALL Strategies in EFL Classrooms: Interactive Pedagogical Praxis. Journal of Education Culture and Society, 15(1), 181-198. https://doi.org/10.15503/jecs2024.1.181.198

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