Smart transformation of EFL teaching and learning approaches
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Abstract
This paper discusses the transformative potential of integrating Smart Learning Environments (SLE) into English as a Foreign Language (EFL) teaching and learning, focusing on the integration of Artificial Intelligence (AI) tools and aligning them with principles of Education for Sustainable Development (ESD). A quasi-experimental design involving a group of 80 university-level EFL learners in the United Arab Emirates (UAE), one group used AI-driven tools for grammar, vocabulary, and reading comprehension, while the control group received traditional instructional methods. The results show that the experimental group significantly outperformed the control group in higher post-test scores, heightened engagement, and satisfaction levels. Repeated measures Analysis of Variance (ANOVA) revealed a significant time-instruction method interaction that favoured AI-enhanced learning. The correlations of all engagement metrics with learning analytics scores and satisfaction further support the effectiveness of SLE to offer personalised and adaptive learning experiences. These aspects underline the role of AI as a means that reduces cognitive load for better learning of critical sustainability competencies. Recommendations for the implications of the findings for policy and educators include strategic investment in technology integration, besides congruence among pedagogies at the level of implementation, with the principles of ESD. SLE-designed EFL classes offer a solution that would permit the actualisation of fostering global citizenship within inclusive sustainable education.
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