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Davis 2*\u003Cbr> 0000-0002-6570-4477\u003Cbr>1 Gongju National University, Gongju City, SOUTH KOREA\u003Cbr>2 Chonnam National University, Gwangju City, SOUTH KOREA\u003Cbr>* Corresponding author: [rdavis@jnu.ac.kr](rdavis@jnu.ac.kr)\u003Cbr>Citation: Lee, Y. J., & Davis, R. O. (2024). A case study of implementing generative AI in university’s general English courses.\u003Cbr>Contemporary Educational Technology, 16(4), ep533. [https://doi.org/10.30935/cedtech/15218](https://doi.org/10.30935/cedtech/15218)\u003Cbr>ARTICLE INFO ABSTRACT |  |\n| --- | --- |\n| Received: 1 Jul 2024\u003Cbr>Accepted: 11 Sep 2024 | This research investigated the effects of generative AI on affective factors (motivation, interest, and confidence) of English as a foreign language (EFL) learners enrolled in Korean universitylevel general English courses. During the Spring 2024 semester, this study involved 89 participants exposed to a generative AI-based instruction model. Compared to traditional methodologies, these results highlight the potential effectiveness of generative AI-based English instruction for writing and speaking in supporting linguistic proficiency and positive affective attitudes toward language learning among EFL learners.\u003Cbr>Keywords: general English courses, English writing and speaking, generative AI, university students, EFL |\n| INTRODUCTION |  |\n\nThe Fourth Industrial Revolution has prompted responses across society, with various fields exploring ways to leverage emerging technologies such as artificial intelligence (AI), robots, big data, and 3D printers (Chaka, 2023; Farrelly & Baker, 2023) . AI has emerged as a particularly influential technology, greatly aiding human capabilities in many areas. As such, it is predicted to significantly impact our lives in this era (Davis & Lee, 2023) .  \nThe English language teaching (ELT) field also adapts to changes caused by active support for AI-based learning. An example is the Korean Ministry of Education and EBS’s development of ‘AI PengTok,’ an AI chatbot for elementary English language learners (ELLs) . Following a successful pilot program in 2020, AI PengTok was officially distributed to elementary schools nationwide in 2021 via the EBS website. As such, AI technologybased education can provide ELLs with various new English learning experiences through innovative teaching methods (Pack & Maloney, 2023) .  \nAI can assist ELLs in acquiring the necessary competencies for understanding and communicating in English (Holmes et al., 2019) . If AI can effectively analyze individual strengths, weaknesses, and learning styles, AI algorithms could deliver personalized content, activities, and real-time feedback, leading to more effective and engaging language learning experiences. Additionally, AI could increase interest and immersion in language learning by incorporating gamified elements, such as rewards, challenges, and progress tracking, to make learning more fun and motivating. Using AI technologies in the context of English as a foreign language (EFL) education may improve individual learners’ educational potential and effectiveness (Hwang et al., 2023) . However, Laio et al. (2023) suggest that a comprehensive and in-depth study is required to determine the effectiveness and educational utility of English-speaking learning with AI technology.  \nResearchers have begun exploring the effectiveness of AI-based English language learning through tools like AI speakers, chatbots, programs, class platforms, and educational apps (Jin, 2022) . However, as these strategies are still in the early stages of evaluation, more extensive and diverse research is needed on their impact on English-speaking learning.  \nTo explore part of the existing gap in the literature, this study in","cbCaigSmu4VFvkj7","https://ap.wps.com/l/cbCaigSmu4VFvkj7","pdf",168681,"English","# Introduction\n# Literature Review","[{\"question\":\"What affective factors did the study examine when using generative AI in English classes?\",\"answer\":\"The study examined learners’ motivation, interest, and confidence in English learning.\"},{\"question\":\"How was the generative AI-based instruction implemented during the Spring 2024 semester?\",\"answer\":\"Eighty-nine participants were exposed to a generative AI-based instruction model during the Spring 2024 semester.\"},{\"question\":\"How does the study compare generative AI instruction with traditional methodologies?\",\"answer\":\"The results indicate that, compared to traditional methodologies, generative AI-based English instruction can be effective for writing and speaking and can promote positive affective attitudes.\"}]","A case study of implementing generative AI in university’s general English courses | PDF",1792090605]