890 KB38 KB200720252024Jazbec, Sašaštevilka:1letnik:18str. 115-130DOI:10.4312/ars.18.1.115-130ISSN:1854-9632COBISSID_HOST:212158467URN:URN:NBN:SI:doc-22OY8CMIslZaložba Univerze v LjubljaniArs et humanitasAI toolsforeign language teachersorodja, podprta z UIperspectivespouk tujega jezikaPrevajanje in tolmačenjeraba UIučitelji tujega jezikaumetna inteligencause of AIUmetna inteligenca oziroma orodja, podprta z umetno inteligenco, pri pouku in za pouk tujih jezikov - empirična raziskava o stališčih učiteljev tujega jezika v Sloveniji|The paper deals with a current and interdisciplinary topic: AI in and for foreign language learning and teaching from the perspective of foreign language teachers. An attempt to define AI, a brief overview of the literature and an effort to place AI in the framework of learning and teaching foreign languages (German and English) are followed by a discussion of the possibilities and challenges of using tools supported by AI in foreign language learning and teaching. The empirical part presents the analysis of a survey questionnaire conducted among foreign language teachers about their attitudes towards the use of AI and tools supported by AI in teaching foreign languages. The results, analyses, and answers to the research questions show that the opinions of the teachers surveyed are homogeneous. The respondents consider AI to have more advantages than disadvantages. In an objective and realistic way, the teachers assessed the threats the students will encounter and which skills the use of AI in school will bypass and will therefore need to be developed with particular emphasis, and which skills development the use of AI will accelerate. The correlations between the analysed variables also did not invalidate the uniform and stable opinions of the respondents, as there were no statistically significant differences between the opinions of German and English teachersUmetna inteligenca je izjemno aktualna in interdisciplinarno obravnavana tema. Pričujoči prispevek obravnava denimo UI pri pouku in za pouk tujega jezika z vidika učiteljev tujega jezika. Poskusu opredelitve UI, kratkemu pregledu virov in poskusu umestitve UI v koncept učenja in poučevanja tujih jezikov (nemščine in angleščine) sledi obravnava možnosti ter pasti rabe orodij, ki jih podpira UI, pri pouku tujega jezika. V empiričnem delu pa so predstavljeni rezultati analize z anketnim vprašalnikom zbranih mnenj oziroma stališč učiteljev tujih jezikov do rabe UI in orodij, podprtih z UI, pri pouku in za pouk tujih jezikov. Rezultati, analize in odgovori na raziskovalna vprašanja so pokazali, da so mnenja anketiranih učiteljev precej homogena. Anketirani menijo, da ima UI več prednosti kot slabosti. Zelo objektivno in realno so ocenili tudi nevarnosti in kompetence, ki jih bo raba UI v šoli zaobšla in ki jih bo treba posebej poudarjeno razvijati, ter tiste, ki jih bo raba UI pospešeno razvijala. Tudi korelacije med analiziranimi spremenljivkami niso ovrgle enotnih in stabilnih mnenj anketiranih, saj so pokazale, da ni statistično relevantnih razlik med mnenji učiteljev nemščine in angleščineTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Filozofska fakulteta