Content area
This study employs fuzzy-set Qualitative Comparative Analysis to investigate how generative artificial intelligence (GAI) integration affects English as a Foreign Language development in project-based learning (PjBL) contexts. This study examined configurations of learner autonomy, collaborative learning, GAI-supported language learning, and GAI-supported project-based learning among 43 undergraduate students engaged in a 12-week intervention. Results identified four pathways to enhanced language development: autonomy with GAI language support, synergistic integration of autonomy and collaboration with GAI in projects, comprehensive GAI integration with collaborative practices, and an individualistic pathway combining autonomy with GAI tools. Necessity analysis revealed that absence of GAI-supported language learning consistently predicted failure. These findings demonstrate the configurational nature of effective GAI integration in language education and provide guidance for implementing these tools across diverse instructional settings.
Details
Independent Study;
Active Learning;
Language Acquisition;
Cooperative Learning;
Second Languages;
Artificial Intelligence;
Comparative Analysis;
Comparative Education;
Learner Engagement;
Constructivism (Learning);
Cognitive Development;
Educational Strategies;
Algorithms;
Language Skills;
Influence of Technology;
Learning Processes;
Computers;
Learning Experience;
Learning Theories;
English (Second Language);
Computer Assisted Instruction;
English Learners;
Intonation;
Informal Education
Collaborative learning;
Collaboration;
College students;
Autonomy;
Foreign language learning;
Chatbots;
Artificial intelligence;
Qualitative analysis;
Comparative analysis;
English as a second language;
Foreign languages;
Language acquisition;
Learning;
Undergraduate students;
Cooperative learning;
Generative artificial intelligence;
English language;
English as a second language learning;
Project-based learning;
Language