الذكاء الاصطناعي في تعليم اللغة الإنجليزية في العراق: مراجعة للدراسات التطبيقية والانطباعات
DOI:
https://doi.org/10.31185/wjfh.Vol21.Iss3.1019الكلمات المفتاحية:
الذكاء الاصطناعي، اللغة الإنجليزية كلغة أجنبية ، التطبيقات المعتمدة على الذكاء الاصطناعي، تصورات المتعلمين، تصورات المعلمينالملخص
دمج الذكاء الاصطناعي في تعليم اللغة الإنجليزية يعيد تشكيل طرق تعلم اللغة. وبينما يزداد الاهتمام بالتعليم المدعوم بالذكاء الاصطناعي عالمياً، لا تزال الأبحاث في هذا المجال محدودة في العراق. تستعرض هذه الورقة دراسات تجريبية طبقت أدوات الذكاء الاصطناعي لتحسين تعلم الإنجليزية في التعليم العالي العراقي، إلى جانب تصورات المعنيين حول هذه الأدوات. اشتملت الدراسات على أدوات مختلفة لدعم تعليم القواعد، الطلاقة في التحدث، التغذية الراجعة الكتابية، والكفاءة التداولية، وأسفرت عن تحسن في الأداء والدافعية والثقة التواصلية. كما كشفت دراسات التصورات عن مواقف إيجابية تجاه الذكاء الاصطناعي، لكنها سلطت الضوء أيضاً على تحديات مستمرة مثل ضعف البنية التحتية، وقلة التدريب الرقمي، ومخاوف تتعلق بملاءمة الأدوات للمناهج. تؤكد هذه المراجعة الفرص والقيود المرتبطة بدمج الذكاء الاصطناعي، وتدعو إلى أبحاث أكثر صلة بالسياق المحلي وأكثر صرامة منهجية، مع ضرورة الاستثمار في الجاهزية الرقمية ودعم المعلمين لضمان اعتماد منصف ومستدام لهذه التكنولوجيا.
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