This study attempted to implement artificial intelligence in language learning using the well-known ChatGPT. This study focused on measuring the effects of ChatGPT on vocabulary size and depth of knowledge. To collect the required data, 60 Omani intermediate EFL learners were divided equally into control and experimental groups. An updated vocabulary level test (UVLT), developed by Webb et al. (2017), and a Word Associate Test (WAT) developed by Read (1998) were used as the pretests to ensure the homogeneity of students’ vocabulary knowledge. Although both groups continued the traditional face-to-face training, the experimental group had the opportunity to use ChatGPT as a facilitator of vocabulary learning with the chance of tailored and personalized activities. The UVLT and WAT were administered again as posttests to compare learners’ performance after the treatment. The findings revealed that both groups showed increases in the posttest regarding vocabulary size, but the experimental group outperformed the control group remarkably. Although no progress was made in the depth of vocabulary by the control group, the experimental group performed significantly better. The findings are insightful for teachers, curriculum designers, students, researchers, institutions, and policymakers.
In the modern conditions of rapid digital transformation of society, student youth as a special digital generation is the most susceptible to the riskiness of the modern world within the framework of vague mechanisms for implementing intergenerational transmission of the system of traditional Russian spiritual and moral values or replacing them with imaginary virtual values. In this regard, the practical implementation of the axiological concept of socialization of the digital generation of students in confronting the risks of society is in demand, reflecting: updating the capabilities of universities for the timely elimination of risk factors of the studied process; using a set of strategies for socializing the digital generation of students, correlated with the concepts of teacher-facilitator attitudes; introduction of the program “Digital students: features of socialization”; approbation of a set of socially oriented technologies in order to reduce the socio-cultural and online risks of the risks of the studied phenomenon; implementation of a pedagogical experiment to verify the author’s concept. The results of an online survey based on the developed author’s questionnaire (685 students, 20 Russian universities) are presented. The level of socialization of university students (N=326, EG – 163, KG – 163) was determined and the statistical reliability of the data obtained between the two samples was established (Van der Waerden criterion = 0; sign criterion = 0; Smirnov criterion = 2.496E−47; p < 0.01). The social effects of the effective component of the author’s concept are indicated.
Play during preschool years is a leading activity in the process of which the growth of the main developmental formations of preschool age occurs. However, the role of play in further ages is not studied enough. The aim of this study was to examine the contribution of types of play and parental involvement in play during preschool years to academic motivation in adolescence applying the retrospective method. The study involved 348 adolescents aged 15 to 18 years. For the estimation of the academic motivation was used the “Scales of Academic Motivation in School Age Children”. To retrospectively evaluate the play experiences of adolescents the special questionnaire was composed. It includes the questions about types of play an adolescent was involved in his childhood, about social aspect of play activities and parental participation in play at preschool age. According to the results, constructive games in preschool is associated with both intrinsic and extrinsic academic motivation in adolescence. Digital games are linked to higher levels of external motivation in adolescence. Play with parents during preschool years is associated with lower levels of external motivation and amotivation in adolescents. The findings of this study underscore the importance of play at preschool age and the essential role of parental involvement in play activities with children.
The active integration of artificial intelligence (AI) systems into educational practice places higher demands on the professional training of teaching staff. Within the structure of this training, speech culture becomes of key importance, since it is this that ensures the accuracy of task formulation and the adequate interpretation of digital results. The aim of the study is to identify the nature of the relationship between the level of speech culture formation in future teachers and the effectiveness of AI use in the educational process. In the experimental work (sample of undergraduates, N=68), the following were used: an author-developed questionnaire for assessing the normative, communicative, and ethical components of speech culture, a pedagogical experiment involving problem-solving tasks with the use of AI tools, and methods of statistical analysis. The diagnostics revealed the absence of a low level of speech culture, but revealed a differentiation between high and medium levels. Statistically significant positive correlations were obtained (p < 0.05). Participants with a high level of speech culture formulated queries more accurately, analyzed AI responses more critically and deeply, and interpreted results with higher quality. The conclusion is drawn about the need to integrate speech and digital training of future teachers, since the effectiveness of AI use depends on speech culture, critical thinking, and professional reflection, and not only on technical skills.
The relevance of the undertaken research is determined by a set of human resource risks implicitly present in the general education system. The research objective is the empirical verification and substantive differentiation of mechanisms for sustaining the professional longevity of teachers, taking into account their age stratification. The methodological framework employs a mixedmethods design, comprising a quantitative phase (questionnaire survey, N = 320, with weighting coefficients applied to ensure data representativeness) and a qualitative phase (semi-structured in-depth interviews, N = 14, followed by content analysis using ATLAS.ti). The study reveals the presence of an invariant core of professional deficits, reproducible across all age cohorts. The key inter-cohort difference is observed in the domain of adaptation strategies to updated regulatory and methodological requirements and is mediated by the type of socio-pedagogical practices employed. The scientific novelty of the study consists in establishing a gradual transition from the deficit model of professional aging, traditionally dominant in pedagogical gerontology, to a resource-based interpretation of the phenomenon of professional longevity. The practical significance of the work is seen in the potential for extrapolating the findings to the process of adjusting human resource policies in general education, implemented at the institutional, municipal, and regional governance levels.
