Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v8i5.5422
Abstract
Deep AI-language teaching integration makes teacher intervention vital to learning outcomes. Focusing on oral English proficiency among middle school students, this systematic review explores teacher-AI collaborative intervention. Though AI delivers personalized oral practice and instant feedback, it fails to sustain learners' motivation and offer tailored cognitive guidance, necessitating teachers to serve as data analysts and emotional supporters. Existing challenges involve inadequate teacher AI literacy, inflexible intervention tactics, vague human-machine responsibilities and defective training systems. Proposed optimizations include systematic AI literacy training, a dynamic collaborative framework with clear role boundaries, interpretable AI combined with humanistic instruction, and individualized intervention schemes. The study provides theoretical and practical support for reconciling large-scale personalized intelligent teaching with humanistic care in middle school oral classes.
Keywords
AI-driven language learning; teacher intervention; human-machine collaboration; middle school oral teaching; oral expression ability
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[13] Pokrivcakova S. Preparing teachers for the application of AI-powered technologies in foreign language education. J. Lang. Cult. Educ, 2019, 7: 135-153.
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