Abstract:

Today we have access to a wide range of commercial online second language learning programmes. However, the main objection to the pedagogy underpinning such large platforms is the undifferentiated approach to students. These platforms do not adapt to the specific needs of a student population or indeed of an individual student.

The advent of Artificial Intelligence (AI) with special reference to Large Modal Models, offers the opportunity for this gap to be bridged. One such new platform is Letera which claims to have resolved this pedagogical challenge by using AI technology to design individual learning paths adaptable to individual cultural, educational, and professional backgrounds as well as learning styles.

The aim of this paper is to analyse the university language teaching staff attitudes towards the application of the AI powered teaching/learning platform Letera and evaluate the potential for its inclusion in educational practice.

Teachers in the university-wide language programme are given access to the online platform and asked to navigate its content and test the features. Upon completion of the task, they give feedback in an online questionnaire. Subsequently, they form a focus group that is also attended by the designer and architect of the Letera platform to discuss the emerging salient points.

In this presentation I will report on the findings both in terms of the teachers’ attitudes towards the integration of the platform in teaching as well as the suggested further improvements to Letera.

Keywords:

Language teaching, Artificial Intelligence, communication, methodology.