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Enhancing foreign language learning through AI-driven telecollaboration
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AI
DOI：10.1016/j.jrt.2026.100153.png)
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Abstract
En 中文
Artificial Intelligence (AI) is transforming language education through individualized practice, instant feedback, and enhanced engagement. This study investigates its integration into Technology-Enhanced Project-Based Language Learning (TEPBLL) and telecollaboration, focusing on perceptions of 48 young English learners who used a personalized version of ChatGPT-4 during a transnational project on clean water and sanitation. A qualitative thematic analysis of post-project survey responses was conducted, and theme frequencies were quantified to gauge salience. Learners reported high perceived value (90.7% positive) across language production, comprehension, collaboration, and AI/digital literacies. However, the teacher remained the preferred feedback source (69%). So, while AI offers immediacy and iteration, it cannot replace the social-emotional dimension of learning. Students also flagged challenges such as occasional misinformation, overloaded outputs, prompt-formulation, and language barriers. Findings suggest a pragmatic integration of AI as a scaffold to support teacher-led, telecollaborative TEPBLL, highlighting the need for explicit prompt literacy and mediation.
Keywords:
Digital literacy
Feedback
Prompt writing
Cross-cultural communication
Young learners
Journal
J
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