Use of AI-powered technologies in upper secondary language learning
Current tendencies and future perspectives
DOI:
https://doi.org/10.7146/lt.v9i14.136900Abstract
For many years, language technologies based on artificial intelligence (AI) have been influencing foreign language teaching. This is only expected to increase with the introduction of tools like ChatGPT. Until now, particularly machine translation (MT) has challenged Danish upper secondary language teachers, and the reaction has typically been to prohibit MT and thus not integrate it into teaching. However, this can be problematic if students use MT anyway, e.g. because it can result in inappropriate use of the technology. Likewise, today, we often come across machine translations and other AI-based texts online. This article presents the results of a survey conducted in language subjects of upper secondary students' use of and attitudes towards MT. The study shows a widespread use of MT, e.g. for homework and hand-in assignments. Against this background, and based on digital literacy theory, perspectives in incorporating AI-powered language technologies into foreign language teaching are discussed.
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