Transforming Vocabulary Acquisition: The role of using AI Tools among adult second language learners in acquiring new vocabulary
الكلمات المفتاحية:
الذكاء الاصطناعي AI، اكتساب المفردات، تعلم اللغات الأجنبية FLLالملخص
خلال السنوات القليلة الماضية، أصبح دور الذكاء الاصطناعي في التعليم واضحًا لا جدال فيه، لا سيما بين طلاب الجامعات. يدمج هذا الجيل الشاب التكنولوجيا في حياته اليومية ويعتمد اعتمادًا كبيرًا على الأدوات التكنولوجية. وبالتالي، فإن تقييد استخدام التكنولوجيا في التعليم سيكون له نتائج عكسية. قيّمت هذه الدراسة مواقف ومعتقدات ووجهات نظر طلاب الجامعات فيما يتعلق باستخدام أدوات الذكاء الاصطناعي لتعلم مفردات اللغة الإنجليزية الجديدة في سياق تعلم اللغة الثانية. تم توزيع استبيان على طلاب الجامعات لقياس تصوراتهم عن أدوات التعلم المدعومة بالذكاء الاصطناعي. حللت الدراسة أربعة أبعاد رئيسية: تأثير الدافعية والقلق، وفعالية التخصيص والتغذية الراجعة، والمعتقدات المتعلقة باستقلالية المتعلم، ودور المعلمين. كشفت النتائج عن موقف إيجابي لدى الطلاب، الذين ربطوا أدوات الذكاء الاصطناعي بزيادة الدافعية، وتقليل القلق المرتبط بتعلم اللغة الثانية، وتعزيز الاستقلالية. ومع ذلك، أبرزت النتائج أيضًا مخاوف بشأن دقة المحتوى الذي يولده الذكاء الاصطناعي وإمكانية الاعتماد المفرط عليه. تقدم هذه النتائج أدلة تجريبية تدعم القيمة التربوية للذكاء الاصطناعي مع التأكيد على الحاجة إلى محو الأمية الرقمية.
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التنزيلات
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كيفية الاقتباس
إصدار
القسم
الرخصة
الحقوق الفكرية (c) 2026 Faculty of Languages Journal-Tripoli-Libya
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