Abstract
This paper shares research findings of a study conducted within a department-wide initiative to implement AI at a teacher’s training college for the purpose of developing students’ critical thinking skills. In an applied linguistics course, 23 students embarked upon a year-long program of individualized learning. Maintaining the three main characteristics of a personal learning environment (PLE), 1) student-focused work, 2) a student-controlled process and 3) flexible parameters regarding the type of learning, process, place, and time (Agatova and Latipova 2025), they planned and prepared final seminar papers. Via a personal AI notebook, each student engaged with AI to build logical argumentation, present a clearly articulated hypothesis, understand theoretical background, synthesize sources, assess and implement research methods, collect and organize data, and conduct and present linguistic analyses. As students’ cognitive, analytical, and evaluative skills developed, they reflected on their ideas. Partially guided (e.g., assessing the strength of their claims, examining the support of claims), they gained independence and adopted new technologies. Self-driven inquiry prompted the development of metacognitive skills, such as goal setting. While not without challenges, students became increasingly attuned to their personal learning styles and recognized their strengths and those areas that required additional effort. In the final year of their studies, students have become equipped with knowledge about AI, experience, and tools that they, future teachers, take to their future students and colleagues.
Presenters
Judith YoelLecturer, English Language and Literature , Oranim College of Education, Gordon Academic College, HaZafon, Israel
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
ARTIFICAL INTELLIGENCE, INDIVIDUALIZED LEARNING, PERSONALIZED LEARNING ENVIRONMENT, CRITICAL THINKING
