Journal of ELT Studies

Utilizing Massive Open Online Courses (MOOCs) to Enhance English Language Proficiency among Yemeni EFL Learners

Mohammed Alkamel — 2024-08-22

This quantitative study aimed to investigate the use of MOOCs in improving the English language skills of Yemeni EFL learners. It sought to explore the perceptions of Yemeni EFL learners regarding the impact of MOOCs on improving their English language skills, the potential benefits of using MOOCs for language learning, and the obstacles encountered by learners. The sample of the study consisted of 86 English learners, including both males and females, enrolled at three universities in Ibb City, Yemen during the academic year 2023-2024. Closed-ended questionnaires were used to collect quantitative data, which was then analyzed using the SPSS statistical program. The findings of the study revealed that Yemeni EFL learners held an overall positive view of MOOCs and believed that they could enhance their English proficiency levels. The Yemeni EFL learners acknowledged the benefits of MOOCs in providing them with up-to-date learning resources, including readings, lectures, and videos. These diverse materials facilitated practical application and learning in a remote, online environment. The study presented several recommendations for EFL students, including recognizing the benefits of MOOCs, maintaining commitment and self-motivation, actively engaging with instructors and fellow learners, managing time effectively, and supplementing MOOC learning with additional resources.

Artificial Intelligence in Education: A SWOT Analysis of ChatGPT and Its Impact on Academic Integrity and Research

Nitin Rane — 2024-08-22

This paper offers a full SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis of the ChatGPT system, an Artificial Intelligence (AI) language model, and its potential application in the sphere of education, especially in matters relating to academic integrity and scientific research. The discussion in this study is on how it may actually transform learning: providing personal tutoring, democratizing access, and serving academic writing. It highlights the details in which the model has achieved, with regard to writing human-like text that can be useful in most educational tasks: answering questions, explaining complex subject matter, and even writing essays. The paper shows critical weaknesses and challenges that currently exist in deploying ChatGPT fully into educational settings. These are issues concerning the propagation of bias in training data, its tendency to sometimes produce incorrect and misleading information, and undermining academic integrity by promoting plagiarism and eroding the need for students' critical thinking. In regard to ChatGPT integration within educational frameworks, an opportunity is the development of AI-enhanced curricula and tools that align with the ethical use practice while actively promoting digital literacy. On the other hand, keeping a close look on some of the threats, there are some that include: the erosion of traditional research methodologies and, of course, risks of students getting too dependent on the content generated by AI.

Education Strategies for Promoting Academic Integrity in the Era of Artificial Intelligence and ChatGPT: Ethical Considerations, Challenges, Policies, and Future Directions

Nitin Rane — 2024-08-22

Within the changing landscape in education, the interjection of Artificial Intelligence (AI) and tools such as ChatGPT have also brought about pressing concerns over the safeguarding of academic integrity. This paper discusses the strategies that can be employed to foster an atmosphere of academic honesty within an age when AI capabilities are a threat to educational norms. While AI massively comes in handy to create content, there is a need to design new policies in academics against possible usage misapplications and ensure ethics in student practices. The review takes into account the challenges which educators are likely to face, trying to detect AI-generated work and undermining the critical thinking of minds. Moreover, it draws attention to the creation of firm educational frameworks in which students will learn AI literacy and the kernel of ethics for using such technologies. The paper calls for the instigation of comprehensive policies that deter academic dishonesty but at the same time inculcate a culture of integrity through transparency and accountability. It also points out future directions of research and policy development that need to be undertaken in this regard, including the fact that educational institutions, technology developers, and policymakers must collaborate in the creation of effective safeguards. In the light of increasing development in AI, it is urged that educational strategies will update in order to maintain academic standards and create an environment in which ethical considerations are integral to the process of learning.