COMPARING THE EFFICIENCY OF HUMAN-HUMAN AND HUMAN-AI INTERACTION FOR RAISING ELF AWARENESS IN YOUNG LEARNERS' TELECOLLABORATION
Resumo
This study compares the effectiveness of human-human and human-AI interactions in raising English as a Lingua Franca (ELF) awareness among young learners involved in intercultural telecollaboration. With AI's growing role in education, particularly in language learning, this research investigates how AI tools can complement traditional human interactions in promoting ELF awareness and intercultural communication skills. Two groups of students participated: one engaged in telecollaboration with human partners, and the other with AI-powered virtual companions. The aim was to assess how these interaction modalities influence students’ understanding of ELF and their intercultural communicative competence (ICC). Using a mixed-methods approach, the study combines quantitative data (surveys) and qualitative data (interviews and interaction analysis). Findings show that while both human-human and human-AI interactions positively impact ELF awareness, human-human interactions provide more nuanced, context-sensitive learning experiences that foster deeper cultural insights and emotional engagement. In contrast, human-AI interactions offer consistent, personalized feedback, enabling greater practice opportunities and immediate language support. This comparative analysis emphasizes AI's potential in supporting language learning and ELF awareness but highlights the importance of human interaction in developing intercultural competence and emotional connections. The study concludes with recommendations for integrating both human-human and human-AI interactions in ELF-focused language education and teacher training, advocating for a blended approach that combines the strengths of both modalities to develop young learners’ global communication skills and intercultural awareness.
KEYWORDS: ELF awareness. Human-AI interaction. Telecollaboration. Intercultural competence. Language learning. Young learners. AI in education.
Downloads
Referências
BAKER, Will. Intercultural awareness: modelling an understanding of cultures in intercultural communication through English as a lingua franca. Language and Intercultural Communication, Abingdon, v. 11, n. 3, p. 197–214, 2011.
BAKER, Will. Culture and identity through English as a lingua franca: rethinking concepts and goals in intercultural communication. Berlin: De Gruyter Mouton, 2015.
BAKER, Will. Transcultural communication and English as a lingua franca: new perspectives on language, culture and intercultural communication. Palestra plenária apresentada na 11ª Conferência Internacional de Inglês como Língua Franca, Londres, 2018.
Baker, Will; Ishikawa, Tomokazu. Transcultural Communication through Global Englishes. Abingdon, UK: Routledge, 2021.
BAKER, Will. Intercultural and transcultural awareness in language teaching. Cambridge: Cambridge University Press, 2022.
BAKER, Will; SANGIAMCHIT, Chittima. Transcultural communication: language, communication and culture through English as a lingua franca in a social network community. Language and Intercultural Communication, v. 19, n. 6, p. 471-487, 2019.
BYRAM, Michael. Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters, 1997.
BYRAM, Michael; GRIBKOVA, Bella; STARKEY, Hugh. Developing the intercultural dimension in language teaching: a practical introduction for teachers. Strasbourg: Council of Europe, Directorate of School, Out-of-School and Higher Education, Language Policy Division, 2002.
CHEN, Xieling; ZOU, Di; XIE, Haoran; CHENG, Gary; LIU, Caixia. Two decades of artificial intelligence in education: contributors, collaborations, research topics, challenges, and future directions. Educational Technology & Society, v. 25, n. 1, p. 28-47, 2022.
COGO, Alessia; DEWEY, Martin. Analysing English as a Lingua Franca: A corpus- driven investigation. London: Continuum, 2012
CREELY, Edwin. Exploring the role of generative AI in enhancing language learning: opportunities and challenges. International Journal of Changes in Education, 2024.
Di Sarno García, Sofia. The Development of Foreign Language Students’ Intercultural Communicative Competence through Telecollaboration. The EuroCALL Review. 30(1), p. 35-51, 2023.
DE FREITAS, Julian; UĞURALP, Ahmet K.; UĞURALP, Zeliha O.; PUNTONI, Stefano. AI companions reduce loneliness. Working Paper 24-078, Harvard Business School, 2024.
DEWEY, Martin. Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca, Berlin, v. 1, n. 1, p. 141–170, 2012.
DÖRNYEI, Zoltan. Questionnaires in Second Language Research. 2. ed. Abingdon- on-Thames: Routledge, 2010.
ETHNOLOGUE. English. In: Languages of the world. 25th ed. Dallas: SIL International, 2022. Available at: https://www.ethnologue.com/language/eng. Accessed on: 12 June 2025.
FISHER, Julia Freeland. Who you know: unlocking innovations that expand students' networks. San Francisco: Jossey-Bass, 2018.
GARCÍA, Ofelia; WEI, Li. Translanguaging: language, bilingualism, and education. London: Palgrave Macmillan, 2014.
GODWIN-JONES, R. Emerging technologies: artificial intelligence and language learning. Language Learning & Technology, v. 22, n. 2, p. 1-15, 2018.
GRADDOL, David. English next: Why global English may mean the end of “English as a foreign language”. London: British Council, 2006.
GRAZZI, Enrico. The sociocultural dimension of ELF in the English classroom. Rome (I): Editoriale Anicia, 2013.
GRAZZI, Enrico. Linking ELF and ELT in secondary school through Web-mediation: the case of fanfiction. In: BOWLES, Hugo; COGO, Alessia (eds.). International perspectives on English as a lingua franca: pedagogical insights. London: Palgrave Macmillan, 2015, p. 55-72.
GRAZZI, Enrico. ELF in the English classroom: Great ideas and burning open questions. Lingue e Linguaggi, v. 24, p. 203-223, 2017.
GRAZZI, Enrico. Trajectories of change in English Language Teaching: An ELF- aware approach. Trento (I): Tangram, 2018.
GRAZZI, Enrico. Challenging the interlanguage hypothesis: the convergence of EFL and ELF in the English classroom. Lingue e Linguaggi, v. 38, p. 277-294, 2020.
GUTH, Sarah; HELM, Francesca (Eds.). Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century. Peter Lang, 2010.
HOLLIDAY, Adrian. The struggle to teach English as an international language. Oxford: Oxford University Press, 2005.
HSU, Ting Chia; CHANG, Ching; JEN, Tien-Hsiu. Artificial intelligence image recognition using self-regulation learning strategies: effects on vocabulary acquisition, learning anxiety, and learning behaviours of English language learners. Interactive Learning Environments, p. 1-19, 2023.
ISHIKAWA, Tomokazu. EMF awareness in the Japanese EFL/EMI context. ELT Journal, 70(4), 408–417, 2020.
ISHIKAWA, Tomokazu. EMF and translanguaging in the Japanese EMI higher education context. In W. Tsou & W. Baker (Eds.), English-Medium Instruction Translanguaging Practices in Asia: Theories, Frameworks and Implementation in Higher Education, Cham: Springer, 2021, p. 39–58.
JENKINS Jennifer. Current Perspectives on Teaching World Englishes and English as a Lingua Franca. TESOL Quarterly, Vol. 40, No. 1, pp. 157 181, 2006.
JENKINS, J. Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice, 2(3), 49–85, 2015.
JENKINS, Jennifer; DEWEY, Martin; COGO, Alessia. Review of developments in research into English as a lingua franca. Language Teaching, v. 44, n. 3, p. 281-315, 2011.
JENKINS, Jennifer; LEUNG, Constant. Assessing English as lingua franca. In:
KUNNAN, Antony John (org.). English as a lingua franca. In: The companion to language assessment (1. ed.), Hoboken (NJ): John Wiley and Sons, 2014, p. 1607-1616.
JENKINS, Jennifer. "Repositioning English and multilingualism in English as a Lingua Franca." Englishes in Practice, v. 2, n. 3, p. 49-85, 2015. JI, Huangeun; HAN, Insook; PARK, Soyeon. Teaching foreign language with conversational AI: teacher-student-AI interaction. Language Learning & Technology, v. 28, n. 2, p. 91-108, 2024.
KOHN, Kurt. English as a lingua franca and the Standard English misunderstanding. In: DE HOWER, Annick; WILTON, Antje (eds.). English in Europe today: Sociocultural and educational perspectives. Amsterdam/Philadelphia: John Benjamins, 2011, p. 71-94.
KOHN, Kurt. A pedagogical space for ELF in the English classroom. In: BAYYURT, Yasemine.; AKCAN, Sumru. (ed.). Current perspectives on pedagogy for English as a lingua franca. Berlin; München; Boston: De Gruyter Mouton, 2015, p. 51–67.
KOHN, Kurt. Teaching towards ELF competence. In: TSANTILA, Natasha; MANDALIOS, Jane; ILKOS, Melpomeni (orgs.). ELF: Pedagogical and
interdisciplinary perspectives. Athens (EL): Deree-The American College of Greece, 2016, p. 25-32.
LAHBY, Mohamed; MALEH, Yassine; BUCCHIARONE, Antonio; SCHAEFFER, Satu Elisa. General aspects of applying generative AI in higher education: opportunities and challenges. Springer, 2024.
LANTOLF, James P.; THORNE, Steven L. Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press, 2006.
LEE, Seongyong; JEON, Jaeho; CHOE, Hohsung. Enhancing pre-service teachers' global Englishes awareness with technology: a focus on AI chatbots in 3D metaverse environments. TESOL Journal, v. 59, p. 49-74, 2025.
LLURDA, Enric. Attitudes towards English as an International Language: The pervasiveness of native models among L2 users and teachers. In: SHARIFIAN, Farzad. (Ed.). English as an International Language: Perspectives and pedagogical issues. Bristol: Multilingual Matters, 2009, p. 119–134.
LOPRIORE, Lucilla; GRAZZI, Enrico (orgs.). Intercultural communication: new perspectives from ELF. Roma (I): Roma TrE-Press, 2016.
O'DOWD, Robert. Intercultural communicative competence through telecollaboration. In: The Routledge handbook of language and intercultural communication, 2012, p. 340-356.
PENNYCOOK, Alastair. Global Englishes and transcultural flows. London: Routledge, 2009.
CROMPTON, Helen; EDMETT, Adam; ICHAPORIA, Neenaz; BURKE, Diane. AI and English language teaching: affordances and challenges. British Journal of Educational Technology, v. 5, n. 6, 2024.
PRATSCHKE, Mairéad. Generative AI and education: digital pedagogies, teaching innovation and learning design. Springer, 2024.
ROSE, Heath; GALLOWAY, Nicola. Global Englishes for language teaching. Cambridge: Cambridge University Press, 2019.
ROSE, Heath; MCKINLEY, Jim; GALLOWAY, Nicola. Global Englishes and language teaching: a review of pedagogical research. Language Teaching, v. 54, p. 157-189, 2021.
SCHNEIDER, Edgar W. English around the world: an introduction. Cambridge: Cambridge University Press, 2010.
SEIDLHOFER, B. Understanding English as a Lingua Franca. Oxford: Oxford University Press, 2011.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(3), 219-231.
SIFAKIS, Nicos; BAYYURT, Yasemine. English as a Lingua Franca in intercultural communication: perspectives and practices. New York: Palgrave Macmillan, 2017.
SIFAKIS, Nicos; LOPRIORE, Lucilla; DEWEY, Martin; BAYYURT, Yasemine. ELF- awareness in ELT: Bringing together theory and practice. Journal of English as a Lingua Franca, v. 7, n. 1, p. 155-207, 2018.
SIFAKIS Nicos; SOUGARI, Areti-Maria. Between a rock and a hard place: An investigation of EFL teachers’ beliefs on what keeps them from integrating global English in their classrooms. In C. Gagliardi & A. Maley (Eds.) EIL, ELF, Global English: Teaching and Learning Issues. Peter Lang, 2010, p. 301–320.
SWAIN, Merrill; KINNEAR, Penny; STEINMAN, Linda. Sociocultural theory in second language education: an introduction through narratives. Bristol: Multilingual Matters, 2015.
TSANTILA, Natasha; MANDALIOS, Jane; ILKOS, Melpomeni. (Eds.). ELF: Pedagogical and Interdisciplinary Perspectives. Athens (EL): Deree-The American College of Greece, 2016.
VETTOREL, Paola; LOPRIORE, Lucilla. Is there ELF in ELT coursebooks? Studies in Second Language Learning and Teaching, 3(4), 483–504, 2013.
VETTOREL, Paola. ELF and communication strategies: Are they taken into account in ELT materials? RELC Journal, [S.l.], v. 49, n. 1, p. 48–73, 2018.
VYGOTSKY, Lev. Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press, 1978.
VYGOTSKY, Lev. Thought and language. Cambridge (MA) and London: MIT Press,
/1986.
VYGOTSKY, Lev. The collected works of L. S. Vygotsky. Vol. 5: Child psychology. In: RIEBER, R. W. (ed.). New York: Plenum, 1998.
VYGOTSKY, Lev. Imagination and creativity in childhood. Journal of Russian & East European Psychology, v. 42, n. 1, p. 7-97, 2004.
WEI, Ling. Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, v. 14, 2023.
WORLD ECONOMIC FORUM. Shaping the future of learning: the role of AI in education 4.0. Insight report, 2024.
ZHENG, Lanqin; NIU, Jiayu; ZHONG, Lu; GYASI, Juliana. The effectiveness of artificial intelligence on learning achievement and learning perception: a meta-analysis. Interactive Learning Environments, p. 1-15, 2.
