AI Beyond English Learning: Affective Development and Global Awareness in Primary Education
DOI:
https://doi.org/10.54104/papeles.v18n35.2453Palavras-chave:
Affective Factors, Generative Artificial Intelligence (GenAI), English as a Foreign Language (EFL), Sustainable Development Goals (SDGs), Oral CommunicationResumo
Introduction: The present study forms part of a broader study conducted among 42 sixth-grade primary education students in Spain, which examines the pedagogical potential of Generative Artificial Intelligence (GenAI) for developing oral skills in English as a Foreign Language (EFL). From a complementary perspective, this exploratory perception-based study analyses how GenAI may influence learners’ affective factors, including motivation, confidence, anxiety and frustration as well as how GenAI-mediated activities connected to the Sustainable Development Goals (SDGs) can enhance students’ awareness of global issues. Methodology: Through a mixed-methods approach, with triangulation of quantitative and qualitative data, this study offers a nuanced understanding of potential findings based on students’ perceptions. Results and Discussion: Findings show that GenAI can support students’ awareness of global issues and increase motivation, confidence, and willingness to communicate, although some students experienced frustration or cognitive overload. Yet, variability in comprehension of the SDGs and different degrees of engagement and motivation among participants were also observed, highlighting the perceived limitations of these tools. Conclusions: Thus, GenAI combined with sustainability-focused themes can support personal growth and promote a more holistic education in EFL.
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