درخت حوزه‌های تخصصی

Studying a foreign language in a rewarding and motivating atmosphere will create a perfect setting to enhance language proficiency. It appears that course books and class activities are crucial in this context. This experimental research aimed to find the efficacy of supplementary materials designed based on multiple intelligences on learners' attitudes towards classroom activities (enjoyment, engagement, choice, and challenge). To that end, a two-phase study was planned. First, the researchers developed tasks for each lesson of Vision series, the book taught in the high schools of Iran. Then, the experimental groups (N=60) were exposed to the designed tasks and the course book while the control group (N=60) were exposed just to the course book for four months The Babel proficiency test, along with the translated edition of the Students’ Perceptions of Classroom Activities Scale was given to the experimental and control group participants as the pretest and posttest to examine the impact of the developed tasks on their perceptions of classroom activities. The results of multivariate analysis of variance (MANOVA) indicated that the designed tasks had positive and significant effect on the students’ interests, challenge, choice, and joy.

This study aims to explore teachers' narratives on implementing AI-based learning tools for students with severe disabilities. The objective is to understand the challenges faced, the impacts on students, and the experiences of teachers using these technologies in special education settings. A qualitative research design was employed, using semi-structured interviews to gather data from 16 certified special education teachers with experience in using AI-based learning tools. Participants were selected through purposive sampling to ensure a diverse range of perspectives. Interviews were transcribed and subjected to thematic analysis to identify key themes and patterns in the data. Three main themes emerged from the analysis: implementation challenges, the impact on students, and teacher experiences. Teachers reported significant technical difficulties, inadequate training, and limited administrative support as major challenges. Despite these issues, AI tools had a positive impact on student engagement, motivation, learning outcomes, social interaction, and behavioral changes. Teachers experienced a range of emotions, from initial skepticism to eventual acceptance, and highlighted the importance of peer support and professional growth. The study underscores the transformative potential of AI in special education, while also identifying critical areas that need attention for successful implementation. The integration of AI-based learning tools in special education offers significant benefits for students with severe disabilities, including enhanced engagement, improved learning outcomes, and better social interactions. However, successful implementation requires addressing technical issues, providing comprehensive training, securing administrative support, and fostering a culture of feedback and reflection. Future research should focus on long-term impacts, comparative effectiveness of different AI tools, and the development of effective training programs. Educational institutions must prioritize these areas to maximize the positive impact of AI technologies in special education.