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第6章
授業準備・教材作成・評価における生成AI活用
(19件)
Benedetto, L., Gaudeau, G., Caines, A., & Buttery, P. (2025). Assessing how accurately large language models encode and apply the common European framework of reference for languages. Computers and Education: Artificial Intelligence, 8, 100353. https://doi.org/10.1016/j.caeai.2024.100353
Chen, Q., Tawilapakul, U., & Lin, A. M. Y. (2026). Teacherness in the age of GenAI: An ethnographic exploration of pedagogical decision-making and AI integration in English language teaching. System, 136, 103877. https://doi.org/10.1016/j.system.2025.103877
Cui, Y., Meng, Y., & Tang, L. (2025). Reconsidering teacher assessment literacy in GenAI-enhanced environments: A scoping review. Teaching and Teacher Education, 165, 105163. https://doi.org/10.1016/j.tate.2025.105163
Derakhshan, A., & Ghiasvand, F. (2024). Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research‐active EFL teachers’ perceptions. International Journal of Applied Linguistics, ijal.12561. https://doi.org/10.1111/ijal.12561
Lee, B. J., & Cook, D. R. (2024). Exploring the potential of AI for pragmatics instruction. Technology in Language Teaching & Learning, 6(3), 1521. https://doi.org/10.29140/tltl.v6n3.1521
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Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2), 100050. https://doi.org/10.1016/j.rmal.2023.100050
Moorhouse, B. L., Yeo, M. A., & Wan, Y. (2023). Generative AI tools and assessment: Guidelines of the world’s top-ranking universities. Computers and Education Open, 5, 100151. https://doi.org/10.1016/j.caeo.2023.100151
Qi, X., & Chen, Z. (2025). A systematic review of technology integration in developing L2 pragmatic competence. Education Sciences, 15(2), 172. https://doi.org/10.3390/educsci15020172
Raitskaya, L., & Tikhonova, E. (2025). Enhancing critical thinking skills in ChatGPT-human interaction: A scoping review. Review. Journal of Language and Education, 11(2), 5–19. https://doi.org/10.17323/jle.2025.27387
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Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00316-7
Zou, D., Xie, H., & Kohnke, L. (2025). Navigating the future: Establishing a framework for educators’ pedagogic artificial intelligence competence. European Journal of Education, 60(2), e70117. https://doi.org/10.1111/ejed.70117
In’nami, Y., Mizumoto, A., Plonsky, L., & Koizumi, R. (2022). Promoting computationally reproducible research in applied linguistics: Recommended practices and considerations. Research Methods in Applied Linguistics, 1(3), 100030. https://doi.org/10.1016/j.rmal.2022.100030
Liang, W., Zhang, Y., Cao, H., Wang, B., Ding, D., Yang, X., Vodrahalli, K., He, S., Smith, D., Yin, Y., McFarland, D., & Zou, J. (2023). Can large language models provide useful feedback on research papers? A large-scale empirical analysis. arXiv:2310.01783. https://doi.org/10.48550/arXiv.2310.01783
Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2), 100050. https://doi.org/10.1016/j.rmal.2023.100050
Mizumoto, A., Shintani, N., Sasaki, M., & Teng, M. F. (2024). Testing the viability of ChatGPT as a companion in L2 writing accuracy assessment. Research Methods in Applied Linguistics, 3(2), 100116. https://doi.org/10.1016/j.rmal.2024.100116
Mizumoto, A., & Teng, M. F. (2025). Large language models fall short in classifying learners’ open-ended responses. Research Methods in Applied Linguistics, 4(2), 100210. https://doi.org/10.1016/j.rmal.2025.100210
Yavuz, F., Çelik, Ö., & Yavaş Çelik, G. (2024). Utilizing large language models for EFL essay grading: An examination of reliability and validity in rubric‐based assessments. British Journal of Educational Technology, bjet.13494. https://doi.org/10.1111/bjet.13494