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Sadykova, Gulnara, Kayumova, Albina. (1404). AI-Powered Image and Audio Generators for Very Young EFL Learners. پژوهش های میوه کاری, 13(2), 1-24. doi: 10.30466/ijltr.2025.55564.2821
Gulnara Sadykova; Albina Kayumova. "AI-Powered Image and Audio Generators for Very Young EFL Learners". پژوهش های میوه کاری, 13, 2, 1404, 1-24. doi: 10.30466/ijltr.2025.55564.2821
Sadykova, Gulnara, Kayumova, Albina. (1404). 'AI-Powered Image and Audio Generators for Very Young EFL Learners', پژوهش های میوه کاری, 13(2), pp. 1-24. doi: 10.30466/ijltr.2025.55564.2821
Sadykova, Gulnara, Kayumova, Albina. AI-Powered Image and Audio Generators for Very Young EFL Learners. پژوهش های میوه کاری, 1404; 13(2): 1-24. doi: 10.30466/ijltr.2025.55564.2821

AI-Powered Image and Audio Generators for Very Young EFL Learners

Iranian Journal of Language Teaching Research
مقاله 2، دوره 13، شماره 2، مهر 2025، صفحه 1-24    اصل مقاله (1.63 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2025.55564.2821
نویسندگان
Gulnara Sadykova1؛ Albina Kayumova* 2
1Department of Romance and Germanic Philology, Institute of Philology and Intercultural Communication, Kazan Federal University, Kazan, Russia
2Department of Romance and Germanic Philology, Institute of Philology and Intercultural Communication, Kazan Federal University
چکیده
This paper focuses on AI-powered image and audio generators as tools for developing language skills of 4–6-year-old EFL learners. Drawing on the concept of digital screen mediation (Meskill, 2021, 2024) rooted in Vygotskian sociocultural paradigm, this mixed-method study explores young learners’ experiences interacting with AI technologies mediated by teachers in preschool settings. Pre- and post-test vocabulary assessments, teachers’ questionnaires, reflection journals and interviews, as well as video-recorded classes involving 40 children, speak in favor of tested AI-powered technologies as instructional tools that engage learners in highly motivating and empowering co-production activities. The findings suggest that teachers retain their leading role as mediators of knowledge who orchestrate conversations with, through and around AI tools, capitalize on young learners’ feeling of pleasure when interacting with technologies, and counteract the unpredictability and instability that comes with AI. The study shows real cases of successful AI-enhanced language classrooms, which might be of interest to early childhood educators and curriculum developers working in a bi- and multilingual contexts, specifically with EFL young learners.
کلیدواژه‌ها
artificial intelligence؛ GenAI؛ EFL؛ early childhood education؛ language learning
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