Amy Wanyu Ou
Amy Ou is currently a tenure-track Assistant Professor at University of Gothenburg (Sweden). Her research interests include AI in academic communication, multilingualism, English as a lingua franca, internationalisation of higher education, and language policy.
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* 5,894 students from across Swedish universities were surveyed about their use of and attitudes towards AI for learning purposes, both about chatbots (such ChatGPT) and other AI language tools (such as Grammarly).
* 1,707 survey respondents offered individual comments, adding thoughts and reflections about the effective and ethical use of AI in higher education.
* Overall, most students are positive towards the use of chatbots and other AI-language tools in education; many claim that AI makes them more effective as learners.
* Almost all the respondents are familiar with ChatGPT (but typically not with other chatbots); more than a third use ChatGPT regularly. Students’ knowledge and usage of other AI language tools, particularly language translation tools, is widespread.
* More than half of the respondents express concern about the impact of chatbots in future education; concerns about other types of AI-language tools are much less pronounced.
* More than sixty percent believe that the use of chatbots during examination is cheating; this is not the case for other AI-language tools. However, a majority of students is against the prohibition of AI in education settings.
* Most students do not know if their educational institutions have rules or guidelines regarding the responsible use of AI; one in four explicitly says that their institution lack such rules or guidelines.
early career years. Using interviews and drawing upon poststructuralist
identity theory, it examines the adaptations of twelve Chinese bilingual
returnee scholars to new academic communities in English language departments, their teaching and publishing language choices, and their identity construction throughout this process. The findings showed these scholars constructed their professional identities through negotiating English as a teaching language in ways interwoven with students’ needs, institutional
policies, and their past experiences. The Chinese returnee scholars were
found to be “rootless” in terms of possessing inadequate social and cultural
capital locally, resulting in limited collaboration and difficulties developing
sufficiently robust language competency to publish bilingually. Some scholars, however, employed accumulated capital to exercise agency in bringing about changes in their new academic environments. Implications for bilingual returnee scholars and university policymakers are discussed.
learning and peer interaction experiences of students from eight
universities in Hong Kong over the COVID-19 pandemic in 2020. It
employed an expansive and spatial notion of translanguaging to
explore the process by which students drew on the affordance of
virtual communication environments to communicate, study and
develop new identities. The findings suggested (1) the students
strategically mobilised manifold multimodal resources to constitute
their communicative repertoires that facilitated smooth intercultural
communication and academic success; (2) such communicative
competence centralized the mediating effect of digital semiotic systems
and thus might empower the students with disadvantaged language
skills; and (3) through translanguaging acts the students developed a
virtually translocal identity with an expanded experience of
internationalisation of higher education whereby the increasingly
interwoven physical and virtual spaces bring extended social networks,
learning resources, and career opportunities. The implications of the
findings were discussed.
contexts tended to focus on individual speakers’ language (in)competence. This paper adopts a translanguaging and spatial orientation to intercultural classroom interaction and highlights the role of situated assemblages of linguistic, semiotic and multimodal resources embedded in the environment of learning activities for successful communication. The study provides a close multimodal conversation analysis of the interaction between a Chinese instructor and an international student in a music classroom in an international university adopting English medium in China. The findings illustrate how diverse resources beyond the official language of instruction congregated at a particular time in the classroom, interacted with one another and worked collaboratively to allow the two participants, with language barriers between them, to communicate smoothly and accomplish the teaching/learning tasks efficiently. We thus call for an expanded conceptualization of communicative competence in intercultural (classroom) interaction in international higher education, which moves beyond the linguistic-centered view and incorporates the value of spatial repertoires in generating individuals’ situated ‘language ability’ for achieving communicative, teaching and learning goals. Implications for language policy and pedagogy in international universities are discussed.
* 5,894 students from across Swedish universities were surveyed about their use of and attitudes towards AI for learning purposes, both about chatbots (such ChatGPT) and other AI language tools (such as Grammarly).
* 1,707 survey respondents offered individual comments, adding thoughts and reflections about the effective and ethical use of AI in higher education.
* Overall, most students are positive towards the use of chatbots and other AI-language tools in education; many claim that AI makes them more effective as learners.
* Almost all the respondents are familiar with ChatGPT (but typically not with other chatbots); more than a third use ChatGPT regularly. Students’ knowledge and usage of other AI language tools, particularly language translation tools, is widespread.
* More than half of the respondents express concern about the impact of chatbots in future education; concerns about other types of AI-language tools are much less pronounced.
* More than sixty percent believe that the use of chatbots during examination is cheating; this is not the case for other AI-language tools. However, a majority of students is against the prohibition of AI in education settings.
* Most students do not know if their educational institutions have rules or guidelines regarding the responsible use of AI; one in four explicitly says that their institution lack such rules or guidelines.
early career years. Using interviews and drawing upon poststructuralist
identity theory, it examines the adaptations of twelve Chinese bilingual
returnee scholars to new academic communities in English language departments, their teaching and publishing language choices, and their identity construction throughout this process. The findings showed these scholars constructed their professional identities through negotiating English as a teaching language in ways interwoven with students’ needs, institutional
policies, and their past experiences. The Chinese returnee scholars were
found to be “rootless” in terms of possessing inadequate social and cultural
capital locally, resulting in limited collaboration and difficulties developing
sufficiently robust language competency to publish bilingually. Some scholars, however, employed accumulated capital to exercise agency in bringing about changes in their new academic environments. Implications for bilingual returnee scholars and university policymakers are discussed.
learning and peer interaction experiences of students from eight
universities in Hong Kong over the COVID-19 pandemic in 2020. It
employed an expansive and spatial notion of translanguaging to
explore the process by which students drew on the affordance of
virtual communication environments to communicate, study and
develop new identities. The findings suggested (1) the students
strategically mobilised manifold multimodal resources to constitute
their communicative repertoires that facilitated smooth intercultural
communication and academic success; (2) such communicative
competence centralized the mediating effect of digital semiotic systems
and thus might empower the students with disadvantaged language
skills; and (3) through translanguaging acts the students developed a
virtually translocal identity with an expanded experience of
internationalisation of higher education whereby the increasingly
interwoven physical and virtual spaces bring extended social networks,
learning resources, and career opportunities. The implications of the
findings were discussed.
contexts tended to focus on individual speakers’ language (in)competence. This paper adopts a translanguaging and spatial orientation to intercultural classroom interaction and highlights the role of situated assemblages of linguistic, semiotic and multimodal resources embedded in the environment of learning activities for successful communication. The study provides a close multimodal conversation analysis of the interaction between a Chinese instructor and an international student in a music classroom in an international university adopting English medium in China. The findings illustrate how diverse resources beyond the official language of instruction congregated at a particular time in the classroom, interacted with one another and worked collaboratively to allow the two participants, with language barriers between them, to communicate smoothly and accomplish the teaching/learning tasks efficiently. We thus call for an expanded conceptualization of communicative competence in intercultural (classroom) interaction in international higher education, which moves beyond the linguistic-centered view and incorporates the value of spatial repertoires in generating individuals’ situated ‘language ability’ for achieving communicative, teaching and learning goals. Implications for language policy and pedagogy in international universities are discussed.