| dc.description.abstract | The present study aimed to investigate the beliefs and experiences 10th grade students have with AI in the English subject, as well 10th grade teachers’ beliefs and reported practices of AI in educational contexts, specifically in the English subject.
Utilizing a mixed-methods approach, the study was conducted through student questionnaires and teacher interviews. Two Norwegian 10th grade English teachers agreed to be interviewed to explore their beliefs about AI, including benefits and challenges with this recent technological introduction to the world. The teachers were also asked about their reported practices with AI in educational contexts, and whether they had used AI in their teaching practice. The student questionnaire sought to identify the learners’ beliefs about AI, their usage habits of AI as well as their classroom experience with AI.
The findings of the present study were that both teachers and students were familiar with AI. Students seemed to understand the benefits to education AI can provide, as well as the importance of being critical to the responses given by AI. The teachers reported that they were familiar with AI, yet had little to no experience with using the tool in educational contexts. The teachers also underscored the need for clear guidelines regarding use of AI in such contexts. Both teachers and students expressed caution to AI, as well as awareness of both its benefits and the challenges.
This study contributes to the educational sector by raising awareness on the benefits and challenges of AI use in educational contexts. The study defines a clear need for guidelines regarding AI use, as well as instructions for teachers on how to ethically and effectively implement AI tools into their teaching practices. Such measures are necessary in order to maintain academic integrity, and foster students’ development of critical thinking rather than impede it.
The main teaching implications of this study were the necessity for teachers to clearly define what is acceptable use and what is misuse of AI in the English subject. This study revealed that some students believe that copying AI-generated text is acceptable, underscoring the need for such instruction. Another implication was the need for training teachers in AI usage, ensuring the tools are used ethically and effectively.
The present study also identified the need for dedicated tools for detecting AI-generated content. Teachers reported that in certain circumstances it is difficult to identify what is authentic student work and what is AI generated.
The findings of this study only offer a certain understanding of what implications may emerge due to the introduction of advanced AI models such as ChatGPT, therefore further research in the field is recommended as there is little knowledge and research available on the topic. Any future research may also contribute to the development of clear guidelines, as well as curriculum with a clear relation to AI, as this technology will be continue to be an enduring presence in education. | |
