Gen Z Students and Their Perceptions of Technology in the Process of Second Language Acquisition Based on the Language Proficiency Level

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F24%3A50021728" target="_blank" >RIV/62690094:18450/24:50021728 - isvavai.cz</a>

Výsledek na webu

<a href="https://awej.org/gen-z-students-and-their-perceptions-of-technology-in-the-process-of-second-language-acquisition-based-on-the-language-proficiency-level/" target="_blank" >https://awej.org/gen-z-students-and-their-perceptions-of-technology-in-the-process-of-second-language-acquisition-based-on-the-language-proficiency-level/</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.24093/awej/vol15no3.1" target="_blank" >10.24093/awej/vol15no3.1</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Gen Z Students and Their Perceptions of Technology in the Process of Second Language Acquisition Based on the Language Proficiency Level

Popis výsledku v původním jazyce

This paper explores the perceptions of Gen Z students at different levels of English proficiency regarding the use of technology, particularly Neural Machine Translation (NMT) and ChatGPT, in second language acquisition. The research aims to understand how these technologies influence language learning and identify how these tools are used across varying proficiency levels. The significance of the study lies in its potential to inform educators and highlight the role of using technologies in language learning. Based on data collected from a survey of 151 students (ranging from A2 to C2 proficiency levels), the findings indicate that students across all proficiency levels actively engage with NMT and ChatGPT. Across all proficiency levels, NMT and ChatGPT are used primarily for word translation. However, higher proficiency students use ChatGPT for complex tasks (such as mistake correction or summary writing). Moreover, the study emphasizes the positive attitudes of Gen Z learners toward technology as a flexible and valuable educational resource. The motivation to use technology stems from the desire to learn new vocabulary, comprehend English content, and enjoy flexible learning. Therefore, the study recommends that educators adapt teaching strategies to include these technologies, considering the different proficiency levels of students. Future research should focus on the long-term impacts of technology use on language acquisition.

Název v anglickém jazyce

Gen Z Students and Their Perceptions of Technology in the Process of Second Language Acquisition Based on the Language Proficiency Level

Popis výsledku anglicky

This paper explores the perceptions of Gen Z students at different levels of English proficiency regarding the use of technology, particularly Neural Machine Translation (NMT) and ChatGPT, in second language acquisition. The research aims to understand how these technologies influence language learning and identify how these tools are used across varying proficiency levels. The significance of the study lies in its potential to inform educators and highlight the role of using technologies in language learning. Based on data collected from a survey of 151 students (ranging from A2 to C2 proficiency levels), the findings indicate that students across all proficiency levels actively engage with NMT and ChatGPT. Across all proficiency levels, NMT and ChatGPT are used primarily for word translation. However, higher proficiency students use ChatGPT for complex tasks (such as mistake correction or summary writing). Moreover, the study emphasizes the positive attitudes of Gen Z learners toward technology as a flexible and valuable educational resource. The motivation to use technology stems from the desire to learn new vocabulary, comprehend English content, and enjoy flexible learning. Therefore, the study recommends that educators adapt teaching strategies to include these technologies, considering the different proficiency levels of students. Future research should focus on the long-term impacts of technology use on language acquisition.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Arab World English Journal

ISSN

2229-9327

e-ISSN

2229-9327

Svazek periodika

15

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

MY - Malajsie

Počet stran výsledku

15

Strana od-do

3-17

Kód UT WoS článku

001440903800001

EID výsledku v databázi Scopus

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