Artificial Intelligence in English Language Teaching: Fostering Joint Enterprise in Online Communities
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Published:
Mar 17, 2024
Keywords:
Joint Enterprise, Virtual Communities of Practice, Artificial Intelligence, Facebook
Main Article Content
(1) * Flora Debora Floris
State University of Malang/Petra Christian University
Indonesia
(2) Utami Widiati
State University of Malang
Indonesia
(3) Willy Ardian Renandya
National Institute of Education of Nanyang Technological University
Singapore
(4) Yazid Basthomi
State University of Malang
Indonesia
(*) Corresponding Author
Abstract
This paper examines the role of Joint Enterprise within Virtual Communities of Practice (VCoP) in the realm of English Language Teaching (ELT), particularly in relation to the integration of Artificial Intelligence (AI) tools. The study focuses on the discussions in five open Facebook groups, to explore how teachers collectively navigate the application of AI technologies. The discussions reflect an effort among teachers to not only integrate AI tools into their teaching practices but also to ensure these tools are used ethically and effectively, balancing technological advancements with pedagogical soundness. The findings of the study underscore the critical role of Joint Enterprise in fostering a community that is responsive to evolving educational technologies.
HIGHLIGHTS:
- The study revealed that English teachers in the selected Facebook groups engaging collaboratively on Artificial Intelligence (AI) tools, discussing their integration, acceptance, and application in teaching practices.
- The teachers also expressed concerns about AI in English Language Teaching (ELT), focusing on ethical use, over-reliance risks, and the importance of teacher involvement, highlighting a collective effort to address these AI-related challenges.
- Reflecting on the concept of Joint Enterprise within Virtual Communities of Practice (VCoP), the findings illustrate the dynamic roles assumed by community members, encompassing information sharers, knowledge seekers, critics, and learners.
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How to Cite
Floris, F. D., Widiati, U., Renandya, W. A., & Basthomi, Y. (2024). Artificial Intelligence in English Language Teaching: Fostering Joint Enterprise in Online Communities. JEES (Journal of English Educators Society), 9(1), 12-21. https://doi.org/10.21070/jees.v9i1.1825
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Copyright (c) 2024 Flora Debora Floris
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Baxter, P., & Jack, S. M. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13, 544-559.
Bedoya, G., Belyakova, Y., Cilliers, J., Deeb, A., Evans, D., Jeon, Y., & Kelly, E. (2023). How can education systems structure virtual communities of practice for teachers most effectively? A rapid review. World Bank. https://shorturl.at/tGMQZ
Carpenter, J. P., & Krutka, D. G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), 707-728.
Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
Esmaeili, Z., Bakhtyari, A., & Abadi, N. S. (2016). Investigation on conceptual identifiers on the place of ethics in distance education. International Journal of Humanities and Social Sciences, 1.
Facebook. (2020). Data policy. Retrieved from https://www.facebook.com/policy.php
Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(2), 181-201.
Flagg, J. E. (2022). An investigation into the use of a Facebook group by secondary English teachers during a pandemic [Doctoral dissertation, University of North Texas] UNT Digital Library. https://digital.library.unt.edu/ark:/67531/metadc1944260/
Huang, J., Saleh, S., & Liu, Y. (2021). A review on artificial intelligence in education. Academic Journal of Interdisciplinary Studies, 10(3), 206-206.
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39(2), 83-101.
Keuk, C. N., & Kimura, K. (2015). Communities of practice: Fostering ELT research in a development context. Language Education in Asia, 6(2), 86-89.
Kosinski, M., Matz, S. C., Gosling, S. D., Popov, V., & Stillwell, D. (2015). Facebook as a research tool for the social sciences: Opportunities, challenges, ethical considerations, and practical guidelines. American Psychologist, 70(6), 543–556. https://doi.org/10.1037/a0039210.
Laiche, S., & Ghaouar, N. (2021). Language teachers and virtual communities of practice: The case of Facebook. Oran 2 University Journal, 6(1), 14–23.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lee, I., & Perret, B. (2022, June). Preparing high school teachers to integrate AI methods into STEM classrooms. Proceedings of the AAAI conference on artificial intelligence, 36(11), 12783-12791.
Moore, M. G., & Kearsley, G. (2012). Distance education: A systematic view of online learning (3rd ed.). Wadsworth Cengage Learning.
Nonnecke, B., & Preece, J. (2000). Lurker demographics: Counting the silent. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 73-80). ACM Press.
Pardo, A., Poquet, O., Martínez-Maldonado, R., & Dawson, S. (2018). Provision of data-driven student feedback in LA & EDM. In C. Lang, G. Siemens, A F Wise, & D. Gašević (Eds.), Handbook of learning analytics (pp. 163-174). Society for Learning Analytics Research (SoLAR).
Selvi, A. F. (2021). Blurring boundaries: Facebook groups as digital teachers’ lounges for ELT professionals. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 21(1), 251-272.
Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
Shermis, M. D., & Burstein, J. C. (Eds.). (2013). Handbook of automated essay evaluation: Current applications and new directions. Routledge.
Song, T., Ustin, P., Popov, L. M., & Mudarisov, M. M. (2017). The Educational Technology of Ethical Development for Students. Eurasia journal of mathematics, science and technology education, 13, 2095-2110.
Vazhayil, A., Shetty, R., Bhavani, R. R., & Akshay, N. (2019). Focusing on Teacher Education to Introduce AI in Schools: Perspectives and Illustrative Findings. In 2019 IEEE tenth international conference on technology for education (T4E), 71-77.
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press.
Zhang, S. (2021). Review of automated writing evaluation systems. Journal of China Computer-Assisted Language Learning, 1(1), 170-176. https://doi.org/10.1515/jccall-2021-2007