Presentation; Empowering Autonomous Learning in Higher Educatio through AI (1).pptx

this ppt is a study done dealing with ai

1. Empowering Autonomous Learning in Higher Education through AI: The Case of Language Acquisition Pedagogy Presented by: MEKOUAR Omar & EZZAOUINE Adel

2. Outline: Introduction What is Autonomous Learning ? Perceptions about AI and Education Language Acquisition Pedagogy Self-determination Theory Methodology Some Autonomous Learning Strategies Aimed at Improving the Level of Students in language learning The Role of AI Tools in Fostering Autonomous Learning among language Acquisition students Impact/Challenges Regarding the Integration of AI into Autonomous Learning Strategies Conclusion

3. Introduction Autonomous learners turn curiosity into mastery and self-reliance, proving that the most powerful education is the one you give yourself. Autonomous learning in higher education requires a balance between freedom and guidance, providing learners with the scaffolding and support necessary for meaningful self-directed learning. From Traditional autonomous learning to AI-powered learning

4. What is Autonomous Learning? Autonomous learning refers to the process by which learners take control of their learning journey, actively engaging in self-directed activities to acquire knowledge and skills independently ( Holec , 1981).

5. AI and Education In education, AI is used for the design of flexible, inclusive, engaging and personalized learning environments ( Luckin et al., 2016, p. 30 ) I t is used to adapt the educational experience to the specific needs of each student, offering personalized learning, designing virtual environments that simulate real situations . T here is a risk of reducing the active approach of students

6. Dimensions of AI AI that thinks humanly AI for problem-solving and decision-making AI acting humanly which involves machines carrying out activities that humans would typically do AI thinking rationally AI acting rationally

7. Language Acquisition Pedagogy According to Alison Phipps; Language pedagogy has traditionally been viewed as a process centered on acquiring functional language skills such as speaking, writing, reading, and listening with the primary goal of helping students excel in these areas and achieve grades that validate their proficiency ( Phipps , A. 2010 ). D igital pedagogy as the study of how digital technologies can be used to best effect in teaching and learning approaches. ( Howell , J. 2013). ”

8. Self-determination Theory A psychological framework developed by Deci and Ryan (1985 ). It promotes self-reliance and student’s self-directed learning.

9. Dimensions of SDT Autonomous Moral Motivation: It refers to behaviors that are intrinsically motivated, stemming from interest and enjoyment, rather than being driven by external rewards or pressures.

10. Dimensions of SDT

11. Methodology The study is based on a quantitative approach with descriptive analysis. The research instrument used for this study is a questionnaire incorporating both open-ended and closed-ended questions. T he target population of this study comprises students from different Moroccan universities, specializing in English studies and French studies.

12. The Purpose of the Study: To examine the importance of fostering autonomous learning among language acquisition students and to explore how this approach can enhance their learning experience and success in the field of language pedagogies. To investigate some autonomous learning strategies through AI aimed at enhancing students’ competence in language learning.

13. Research Questions: To what extent can autonomous learning strategies and activities through AI improve the Language pedagogies ? To what extent can AI tools contribute to fostering autonomous learning in the process of language acquisition? What are the challenges associated with implementing such autonomous learning strategies/activities through AI?

14. Engagement (prompt Participation) in autonomous learning Every day Several times a week 70%

15. The motivation to pursue autonomous learning Flexibility of learning pace and schedule Desire for personalized content

16. The types of resources typically used for autonomous learning AI-powered tools (e.g., ChatGPT You Tube videos and tutorials Language Learning Apps

17. AI tools are used to support language learning Getting real-time corrections for grammar and vocabulary Practicing conversations with chatbots Enhancing writing essays or formal texts in the target language

18. Impact of AI on Autonomous Learning   Personalized and Self-Paced Learning Enhancing Language Skills Efficiency and Accessibility Potential for Over-Reliance Affective needs

19. Conclusion E ducators can foster situations that satisfy students' psychological requirements for autonomy, competence, and relatedness by incorporating SDT principles and the integration of AI. This will increase students' intrinsic motivation and provide successful learning results.

20. References Benson, P. (2001). Teaching and researching autonomy in language learning . Pearson Education . Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.   Curren , R. (2013). Aristotelian necessities. The Good Society , 22(2). Deci , E. L, & Ryan , R. M. (1985). Intrinsic motivation and self-determination in human behavior . Springer Science & Business Media . Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior . Psychological Inquiry , 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01   Hill, T. E. (1991). Autonomy and self-respect . Oxford: Oxford University Press . Holec , H. (1981). Autonomy and foreign language learning . Oxford University Press.   Krettenauer , T., & Curren , R. (2020). Self-determination theory, morality, and education: introduction to special issue.  Journal of Moral Education ,  49 (3), 275–281. https:// www.tandfonline.com/doi/full/10.1080/03057240.2020.1794173 Lans, W., & van der Voordt , DJM.  (2002). Descriptive research. In T. M. de Jong, & D. J. M. van der Voordt (Eds.),  Ways to study and research urban, architectural and technical design  (pp. 53-60). DUP Science.   Little, D. (1991). Learner autonomy 1: Definitions, issues and problems . Dublin: Authentik .   Megnafi , H, I.(2021). Translation Teaching Strategies in Developing Autonomous Learning . Al Mutargim . 21(2).

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