فناوری هوش مصنوعی و آموزش زبان انگلیسی در ایران: بررسی نقاط قوت، نقاط ضعف، فرصت‌ها و تهدیدات بر اساس مدل سوات

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشکده مهندسی مکانیک،دانشگاه تفرش،تفرش .ایران

2 گروه آموزشی ادبیات و اموزش زبان، دانشکده ادبیات و زبان های خارجی،بابلسر، ایران

10.22080/eps.2025.28747.2356

چکیده

هدف:هدف از این پژوهش بررسی استفاده از فناوری هوش مصنوعی برای آموزش زبان در ایران بر اساس چارچوب مدل سوات است.
روش ‌شناسی: این پژوهش با رویکردی کیفی و با استفاده از مصاحبه های نیمه ساختار یافته و با روش تحلیل موضوعی به بررسی نقش فناوری هوش مصنوعی در آموزش زبان انگلیسی در ایران پرداخته است. رویکرد کیفی در این مطالعه به دلیل ماهیت اکتشافی و تمرکز بر درک عمیق تجارب ذهنی مشارکت کنندگان انتخاب شد.
یافته ‌ها: یافته‌ها پنج نقطه قوت کلیدی شامل دسترسی به منابع آموزشی پیشرفته، شخصی‌سازی فرایند یادگیری، صرفه‌جویی اقتصادی و زمانی، ارزیابی دقیق مهارت‌ها و افزایش مشارکت یادگیرندگان را نشان می‌دهند. در مقابل، سه ضعف اصلی محدودیت‌های زیرساختی، موانع زبانی-فرهنگی و چالش‌های فنی شناسایی شدند. فرصت‌ها شامل تقویت زیرساخت‌های فناوری، ادغام با نظام آموزش رسمی، تولید محتوای فرهنگی-زبانی و توسعه پژوهش است، در حالی که تهدیدها بر کاهش تعاملات انسانی و وابستگی به فناوری خارجی متمرکزند.
نتیجه‌گیری و پیشنهادها: هوش مصنوعی، مشروط به اتخاذ راهکارهای بومی و یکپارچه‌سازی با نظام آموزشی، با وجود چالش‌هایی مانند محدودیت زیرساختی و فرهنگی، پتانسیل بالایی برای تحول آموزش زبان انگلیسی در ایران دارد. توسعه ابزارهای هوش مصنوعی بومی، تقویت زیرساخت‌های دیجیتال، و آموزش معلمان برای استفاده بهینه از فناوری، پیشنهاداتی کلیدی برای بهره‌برداری از فرصت‌ها و کاهش تهدیدها ی شناخته شده در این پژوهش است.
نوآوری و اصالت: این پژوهش نخستین تحلیل سوات در بافت ایران است که عوامل چهارگانه مؤثر بر ادغام هوش مصنوعی در آموزش زبان را با تأکید بر چالش‌های بومی و راهکارهای تطبیقی شناسایی می‌کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Artificial Intelligence Technology and English Language Education in Iran: A SWOT Analysis of Strengths, Weaknesses, Opportunities, and Threats

نویسندگان [English]

  • Saeed AhmadpourKasgari 1
  • Zahra Ahmadpour 2
1 Department of Mechanical Engineering, Tafresh University, Tafresh.iran
2 Department of English language teaching and literature, Faculty of Literature and Foreign Languages, Babolsar, Iran
چکیده [English]

Aim: This research seeks to evaluate the use of artificial intelligence (AI) technology in Iranian language education using the SWOT analysis model, which consists of four facets: strengths, weaknesses, opportunities, and threats.
Methodology: This research utilized a qualitative design by conducting semi-structured interviews and thematically analyzing the impact of AI on English language teaching in Iran through the lens of SWOT analysis. The qualitative approach was fit for this study as it was exploratory in nature and sought to understand how participants make sense of their individual experiences.
Results: The results of the analysis provided five key strengths: availability of modern educational materials, tailored personal learning experiences, economical and time-efficient processes, accurate skill measurement, and higher learner participation. On the other hand, the three main weaknesses were: inadequate infrastructure, socio-linguistic and cultural impediments, and other technological issues. Other opportunities were upgrading the technological infrastructure, using AI in formal schooling, developing relevant scholarly and linguistically materials, and doing further studies. Threats related to the lack of human social interaction and the reliance on external foreign technologies.
Conclusions and suggestions: Although Iran faces infrastructural and cultural difficulties, new AI applications have the potential to change the English education system. If localized strategies as well as systemic integration

کلیدواژه‌ها [English]

  • English as a Foreign Language (EFL) Education
  • Qualitative Research
  • Educational Technology
  • Artificial Intelligence
  • Educational Policy-making

مراجع

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مطالعات برنامه ریزی آموزشی
دوره 14، شماره 28
اسفند 1404
صفحه 235-256

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  • تاریخ دریافت: 21 تیر 1404
  • تاریخ بازنگری: 29 مرداد 1404
  • تاریخ پذیرش: 22 مهر 1404

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