Artificial Intelligence and Computer-Mediated Communication In Undergrad Classes In Nepal
Prateet Baskota, Kathmandu University, School of Education, Hattiban, Lalitpur, Bagmati Province (Nepal)
Introduction
In computer-mediated communication (CMC), digital technologies are used to communicate and collaborate. In recent years, CMC has become increasingly prevalent in education, including in Nepalese English classrooms. One way CMC is used is by integrating artificial intelligence (AI) tools. AI tools can enhance the students' language learning experience in many ways. For example, AI-powered chatbots can provide students with immediate feedback on their writing or speaking skills, allowing them to quickly identify and correct errors. Additionally, AI algorithms can analyze student data to identify areas where individual students may need extra support or practice. One specific example of CMC and AI being used is through the ELSA Speak app. This app uses speech recognition technology and AI algorithms to help students improve their pronunciation and speaking skills. It provides real-time feedback on pronunciation accuracy and offers personalized lessons based on individual student needs.
In English classrooms, CMC and AI are utilized through virtual writing assistants. These tools analyze student writing using natural language processing (NLP) algorithms to provide feedback on grammar, syntax, and writing style, aiding in error identification and skill improvement. The integration of CMC and AI in Nepal's English classrooms enhances the language learning experience by offering immediate feedback, personalized instruction, and targeted support, fostering faster and more effective language skill development.
The Challenges
Despite these potential advantages, there are some drawbacks to using CMC and AI in English language classrooms. One issue is that not all students can fully access the internet or the technology needed to engage in online activities. Another area for improvement is that some students might find it awkward to communicate with strangers online or need to learn more about the norms of online discourse. To effectively incorporate CMC and AI into their teaching practices, English language teachers must receive training. They should also be aware of the ethical implications of using these technologies, such as issues related to data privacy and algorithmic bias (Singh et al., 2021). Although using CMC and AI in English language classrooms has benefits and drawbacks, it can significantly improve the students' language proficiency and intercultural competence.
CMC Tools Used
AI and CMC have grown significantly in education. These tools are now being used in Nepalese English language classrooms to improve teaching and learning procedures. Email is one of the CMC tools most frequently used in the classes. Students can use email to interact with their teachers outside of scheduled class times, ask questions, and get feedback. Online forums for discussion between students and teachers are another well-liked resource. These forums help students develop critical thinking skills, improve their writing skills, and learn how to express their opinions effectively. AI tools such as chatbots are also being used in English classrooms. Chatbots can provide immediate feedback to students on their writing assignments, grammar, and vocabulary usage. This helps students improve their writing skills and learn from their mistakes.
Moreover, AI-powered virtual assistants like Alexa or Google Assistant can help students practice their listening and speaking skills by providing audio materials and conversation partners (Sharma et al., 2021). These virtual assistants can also answer grammar, vocabulary, or pronunciation questions. CMC and AI tools have great potential to enhance teaching and learning processes in English classrooms. However, proper methodology must be followed to ensure their effectiveness. Teachers must be trained to use these tools and integrate them into lesson plans. Moreover, privacy concerns about using CMC and AI must be adequately addressed.
Research Design Approach
CMC and AI have become increasingly popular in English language teaching in Nepal. Research design in this area involves the systematic planning and execution of studies that investigate the effectiveness of these technologies in enhancing language learning outcomes.
One research design approach is experimental research, which involves manipulating variables to determine their effect on learning outcomes. For example, a study could compare the performance of students who use AI-powered chatbots for language practice to those who do not. Another approach is quasi-experimental research, which compares already naturally divided groups, such as students with access to CMC tools versus those without access. Observational studies can also be used in research design for CMC and AI in Nepalese English classrooms. These studies involve observing and recording behaviors, interactions, and outcomes without manipulating variables. For example, a researcher might observe how students use CMC tools during language practice and record their observations to identify patterns or trends.
Surveys and questionnaires can also gather student attitudes toward CMC and AI in language learning. This research design can provide valuable insights into student perceptions of these tools and how they impact their motivation and engagement with the language. Research design in CMC and AI in English classrooms requires careful consideration of the research question, appropriate selection of research methods, ethical considerations, and data analysis techniques.
Educative Practical Classroom Techniques
In Nepal, practical and pedagogical classroom procedures are essential for raising educational standards and fostering successful learning outcomes. These procedures emphasize developing a welcoming and inclusive learning environment, including student-centered strategies and applying cutting-edge instructional techniques. This all-encompassing strategy seeks to meet the various needs of students and promote their holistic development. Incorporating technology into the classroom makes instruction more interactive and exciting in Nepal and gives students the digital literacy abilities they will need in the twenty-first century. Another important topic in Nepalese classrooms is inclusive education. No matter their abilities or backgrounds, teachers work to foster an inclusive environment where all students feel valued and supported. In order to meet the diverse learning needs of their students and to make the necessary accommodations for those with disabilities, they adopt differentiated instruction strategies. According to inclusive practices, all students should have equal opportunities to actively engage in the learning process and realize their full potential. Relating theoretical knowledge to real-world applications also aids students in developing a deeper understanding of concepts.
Enhancing Language Learning in Nepal through CMC
Language learning is now frequently taught in computer-mediated classrooms in education. Computer-mediated classrooms present a promising solution to improve language learning opportunities in Nepal, where access to quality education and resources can be constrained. This exhaustive response will examine how computer-mediated classrooms enhance language instruction in Nepal, concentrating on accessibility, interactivity, individualized instruction, and cross-cultural interaction. The increased accessibility it offers to resources for language learning is one of the main benefits of computer-mediated classrooms. Computer-mediated classrooms fill the gap left by traditional classroom settings in Nepal, where I previously taught and currently do so, where there may be a need for more adequate materials or qualified teachers. These tools include multimedia materials, interactive language learning software, online dictionaries, grammar manuals, and platforms for virtual language exchange. Students can use these resources whenever and wherever they have an internet connection, allowing them to learn at their own pace and hone their language skills whenever it suits them.
How do I teach?
In Nepal, practical and pedagogical classroom practices are essential for effective learning. One approach that I as a teacher often use is incorporating real-life examples and experiences into my lessons. For instance, I, with the support of school admins, take students on a field trip to a local historical site or natural landmark to provide a hands-on learning experience. This method allows students to connect theoretical knowledge with practical applications, making the learning process more engaging and impactful. Additionally, I often encourage interactive discussions and group activities to foster collaborative learning environments. By promoting active participation and peer-to-peer interaction in a classroom, my students develop critical thinking skills and learn from each other’s perspectives. Furthermore, the use of visual aids such as charts, diagrams, and multimedia resources is now upgrading from 2018 and rose-up after the pandemic, and now it has become common in Nepalese classrooms to cater to diverse learning styles and enhance comprehension (Baskota, 2021). These practical and pedagogical approaches align with the goal of providing students with a well-rounded education that prepares them for real-world challenges.
In addition, the usage of multimedia tools, charts, and diagrams is being updated in Nepalese schools to improve comprehension and accommodate different learning styles. This trend began after the pandemic in 2018-19 and has continued thereafter (Baskota, 2021). Delivering a well-rounded education to pupils that equips them for challenges in the real world is the aim that these pragmatic and pedagogical approaches support.
Overall Discussion and Contradiction
CMC and AI have become integral parts of modern education in Nepal. These tools provide platforms for communication and collaboration beyond the traditional classroom. AI-powered chatbots and virtual assistants offer personalized learning experiences and automate administrative tasks, allowing teachers to focus on teaching (Mhlanga, 2023). However, ensuring all students have access to and are comfortable using technology is challenging. Ethical use of technology is also crucial, ensuring it does not replace human interactions.
Final Conclusions and Findings
CMC and AI have revolutionized communication and learning in Nepalese English classrooms. These technologies provide access to resources, enhance collaboration, and improve language learning experiences. However, challenges such as limited access to technology and the need for teacher training must be addressed. Despite these limitations, CMC and AI have the potential to significantly enhance student learning and engagement.
References
Baskota, P. (2021). Teaching and Learning English Using Visual Aids in the Secondary School Classroom (pp. 1–183) [M.Phil. Dissertation Teaching and Learning English Using Visual Aids in the Secondary School Classroom]. http://101.251.6.110:8080/handle/20.500.14301/154
Mhlanga, D. (2023, March 25). ChatGPT in Education: Exploring Opportunities for Emerging Economics to Improve Education with ChatGPT.Papers.ssrn.com. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4355758
Rana, K., & Rana, K. (2020). ICT integration in teaching and learning activities in higher education: A case study of Nepal's teacher education. Malaysian Online Journal of Educational Technology, 8(1), 36–47. https://doi.org/10.17220/mojet.2020.01.003
Sharma, U., Tomar, P., Bhardwaj, H., & Sakalle, A. (2021). Artificial Intelligence and Its Implications in Education. In S. Verma & P. Tomar (Eds.), Impact of AI Technologies on Teaching, Learning, and Research in Higher Education (pp. 222-235). IGI Global. https://doi.org/10.4018/978-1-7998-4763-2.ch014
Singh, M., Adebayo, S. O., Saini, M., & Singh, J. (2021). Indian government e-learning initiatives in response to COVID-19 crisis: A case study on online learning in Indian higher education system. Education and Information Technologies, 26(6), 7569-7607.
Mr. Prateet Baskota holds an M.Phil. in English Language Education from Kathmandu University in Nepal. As a review editor, he represents the TESOL 2023 Graduate Forum Program Committee, Emerald Publishing, University of Central Oklahoma, HERDSA Conference, the Department of Language Education at Kathmandu University School of Education, Taylor and Francis, and Springer Nature. In 2021–2022, the National Examination Board presented him with the Master of Philosophy in English Language Education Dissertation Funding Award.