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Cited by 9English Language Learning and TeachingArtificial Intelligence in EducationEFL/ESL Teaching and Learning

Exploring the Impact ofAI-powered Collaborative and Interactive NLP Apps on EFL Teaching in the Post-COVID-19 Era

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TOBOULA,, Coffi Martinien ZOUNHIN·2023·International Journal on Cybernetics & Informatics
DOI 10.5121/ijci.2023.120213
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Abstract

The COVID-19 pandemic has disrupted traditional language learning, leading to a shift towards online teaching and requiring new approaches to language education. This study examines the effectiveness of AI-powered collaborative and interactive Natural Language Processing (NLP) applications on English as a Foreign Language (EFL) instruction in a post-COVID-19 online education environment. The study used a mixed-methods approach, incorporating statistical and in-depth qualitative data gathering and processing strategies. EFL teachers and students from the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed during online language learning sessions. The data were analysed using both descriptive and inferential statistics. The study employed questionnaire surveys to analyse quantitative data and used the thematic (content) analysis method to isolate the most important trends and themes hidden within the qualitative data collected through semi-structured interviews and online class observations. Results showed the challenges and opportunities of using AI-powered collaborative and interactive language learning in EFL teaching, the learning methodologies and assessment approaches used in AI-enabled collaborative e-learning, the role of technology in supporting pervasive learning, and the impact of professional development for teachers in ICT on integrating AI-assisted collaborative e-learning in EFL instruction. The findings offer new perspectives on the effects of AI-supported collaborative and interactive language learning on EFL teaching and its implications for EFL teachers and students in the post-pandemic era.

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  • GenAI can enhance collaborative learning.

    “GenAI can also enhance collaborative learning (Toboula & Martinien, 2023).”

    From Generative AI in Language Education: Bridging Divide and Fostering Inclusivity (2025) · cites this paper as Toboula & Martinien, 2023

    The Introduction says AI-powered language-learning systems can facilitate collaborative learning, and the Discussion reports benefits of AI-assisted collaborative e-learning in EFL teaching. The paper does not identify these systems as generative AI, so it supports the collaborative-learning point but not the claim’s GenAI-specific wording. (LLM, conf=0.86)

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Research works printed but not linked: 15

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Authors
TOBOULA
Affiliations
Université d'Abomey-Calavi (BJ)
Corresponding author
TOBOULA,, Coffi Martinien ZOUNHIN
ORCID
TOBOULA,, Coffi Martinien ZOUNHIN
Venue
International Journal on Cybernetics & Informatics
Publisher
Academy and Industry Research Collaboration Center (AIRCC)
Published
2023-03-11
Volume
12
Issue
2
Pages
171-193
ISSN
2277-548X (ISSN-L)
DOI
10.5121/ijci.2023.120213
OpenAlex
W4324137982
Cited by
9
References
3
Citations by year
2026: 1 · 2025: 6 · 2024: 2
FWCI
1.63
Type
journal article
Language
en
Open access
Locations
International Journal on Cybernetics & Informatics (publishedVersion)
Topics
  • Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
natural language processing, English as a foreign language teaching, online collaborative learning, online language learning, post-COVID-19 education, teacher professional development, ICT in teacher education, AI-assisted assessment, pervasive learning

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