REDRAWING THE BOUNDARIES OF LSP PEDAGOGY: A DESCRIPTIVE STUDY OF AI ADOPTION AND ACCEPTANCE BY HIGHER EDUCATION LSP INSTRUCTORS AT UNIZA
Keywords:
Language for Specific Purposes, language education, opportunities and complex challenges, Artificial Intelligence in LSP teaching practiceAbstract
The evolution of Artificial Intelligence has shifted from a theoretical concept to an integral component of higher education, significantly transforming academic environments in deep and persistent ways. Educators actively involved in the pedagogy of Language for Specific Purposes (LSP) navigate a field influenced by artificial intelligence, which offers both significant prospects and intricate challenges. As a rapidly evolving element of digital transformation, artificial intelligence tools are becoming increasingly vital to educational methodologies, content generation, language assessment, and learner engagement. Neglecting AI is no longer an efficient strategy; instead, it has become essential to understand, adjust to, and engage thoroughly with AI to guarantee educational relevance and promote professional development. The paper presents a comprehensive examination of the perceptions and degrees of acceptance concerning AI tools among LSP instructors within the higher education context at UNIZA. The examination of the collected data focuses on determining the key factors, perceived benefits, and challenges that influence educators' decisions concerning the integration of AI into their teaching practices. This study examines into the broader implications of integrating AI into educational frameworks, focusing on the evolving responsibilities of educators, the degree of autonomy in teaching methodologies, and the ethical considerations that arise within the context of language instruction. The ongoing impact of artificial intelligence on the methodologies employed by educators in the design, delivery, and evaluation of their teaching requires a comprehensive understanding of the factors influencing its acceptance. This understanding is essential for fostering effective, responsible, and human-centered applications of technology within the realm of language education.
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