Research Talk and Discussion

This presentation draws on two studies that center learner experiences and voices to further engage questions of the potential to use machine learning to critically support learning. The first is a computer-tracking study that used screen recording and retrospective interviews to observe and document how 74 world language learners (French, Mandarin, Spanish) actually used machine translation platforms while writing. Findings reveal extensive use of machine translation tools and that their usage went far beyond “copy paste” to include complex analysis strategies. The second study, although preliminary, is a large-scale survey of university-level language learners (n=174) designed to document their beliefs about ChatGPT at the level of use, policies, and perceived benefits and limitations. In both studies, findings suggest that external factors such as beliefs about online tools, classroom policies, and learners’ perceptions of their own roles in the learning process mediate tool use in significant ways.

The findings from these studies contribute to understanding the underlying skills, competences, and mindsets that are foundational to the development of functional and critical AI-specific digital literacies. Implications of these understandings are considered at the levels of program administration, curricula design, and pedagogical practices, with specific examples provided.

A light lunch will be provided to those who register by Friday, March 15, 2024.