This proposal investigates the use of artificial intelligence (AI) to enhance creativity among English as a Foreign Language (EFL) university students. Despite the growing popularity of AI in 2023, EFL learners have shown limited spontaneity and creativity when using AI tools for language learning. This study aims to fill this gap by examining the potential of AI in fostering creativity among EFL students. Thirty-one students from a university in Taiwan underwent an eight-week AI training program, engaging in activities such as implementing text-to-picture and text-to-speech functions, and end by creating short video clips with AI assistance. Pre- and post-training perception questionnaires and semi-structured interviews were employed to measure students' motivation, attitude, and experiences. Findings indicate significant improvements in students’ perceptions of creativity, problem-solving skills, knowledge expansion, and level of technology acceptance. However, the aspect of social interaction did not show significant improvement. Students expressed strong interest in further exploring AI's potential and its applications. They admitted to encounter challenges in operating AI tools, such as formulating efficient prompts, and faced imbalances in technology literacy when working in teams. The study's outcomes will contribute to the existing literature on AI in language education, inform pedagogical practices, and highlight the need for enhanced AI training to foster creativity among EFL university students. The findings offer practical implications for educators seeking to integrate AI into language learning curricula. Additionally, the study will shed light on the importance of addressing technological challenges and promoting digital literacy among EFL learners.

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Abstract Summary
This study explores the use of AI to enhance creativity among EFL university students. Thirty-one students from a Taiwan university participated in an eight-week AI training program. They engaged in activities including text-to-picture and text-to-speech functions and created short video clips with AI assistance. Pre- and post-training questionnaires and interviews were used to measure motivation, attitude, and experiences. Results show significant improvements in students' perception of creativity, problem-solving skills, knowledge expansion, and technology acceptance. However, social interaction did not significantly improve. Students expressed interest in further exploring AI's potential but faced challenges in operating AI tools and imbalances in technology literacy within teams. The study contributes to AI in language education literature, informs pedagogical practices, and emphasizes the need for enhanced AI training to foster creativity in EFL students. Practical implications include integrating AI into language learning curricula and addressing technological challenges and digital literacy among EFL learners.

Authors:
Yi-chen Chen, Yuan Ze University, Taiwan

About the Presenter(s)
Dr Yi-chen Chen is a University Associate Professor/Senior Lecturer at Yuan Ze University in Taiwan

See this presentation on the full schedule – Sunday Schedule

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