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تعداد نمایش مقالات: 5690
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تعداد صفحات کتابچه مقالات: 609
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تاریخ برگزاری: ۲۹ مرداد ۱۴۰۵تاریخ میلادی: 2026-08-20
مهلت ارسال اصل مقاله: ۱۴۰۵/۴/۲۵
برگزار کننده: موسسه بیان برتردانشکده زبانهای خارجی تهران مرکزی
شهر همایش: شهر تهران
استان همایش: استان تهران
تاریخ درج سایت: یکشنبه، ۱۷ خرداد، ۱۴۰۵
تعداد نمایش: 1995
اولین کنفرانس ملی «هوش مصنوعی در آموزش زبان انگلیسی»
AI in English Language Education in Iran
اولین کنفرانس ملی «هوش مصنوعی در آموزش زبان انگلیسی» در تاریخ ۲۹ مرداد ۱۴۰۵ توسط ،موسسه بیان برتردانشکده زبانهای خارجی تهران مرکزی در شهر تهران برگزار گردید. شما می توانید برای دریافت کلیه مقالات پذیرفته شده در این کنفرانس به صفحه مجموعه مقالات اولین کنفرانس ملی «هوش مصنوعی در آموزش زبان انگلیسی» مراجعه فرمایید.
دانلود مقاله های اولین کنفرانس ملی «هوش مصنوعی در آموزش زبان انگلیسی»
مقالات پذیرش شده در اولین کنفرانس ملی «هوش مصنوعی در آموزش زبان انگلیسی»
The Role of Ideal L۲ Self and L۲ Learning Experience in Predicting Willingness to Communicate: A Review of Empirical Studies
هوش مصنوعی و نقش آن در آینده آموزش زبان و ترجمه: مروری بر ظرفیت ها و چالش های فرهنگی-اخلاقی در چهارچوب بالارد
Between Code and Canon: Rethinking Literature in the Age of Artificial Intelligence
Latent Learning State Estimation (LLSE): A Multimodal Conceptual Framework for Inferring Learner States in AI-Supported English Language Education
Cognitive Load Mapping in L۲ Pronunciation Using Machine Learning
Reinforcement or Scaffolding? A Comparative Analysis of AI-Driven Language Interaction through the Lenses of Skinner and Bruner
The Role of Teacher Personality Traits in Teachers’ Acceptance of AI-Driven ELT Classroom Instruction: A Mixed-Methods Study
Teachers’ AI Competence Self-Efficacy and Pedagogical Use of Generative AI in Iranian EFL Classrooms: A Mixed-Methods Investigation
EFL Teachers’ Resilience in Adopting AI Tools: A Review of the Iranian Context
An Explainable Artificial Intelligence Framework for Improving English Vocabulary Learning Through Phonetic Similarity Between Familiar and Advanced Words for Language Learners
AI and Language Teaching Ethical Challenges
Thinking before trusting: Structural associations among need for cognition, metacognitive awareness, critical thinking in generative AI use, and classroom engagement among EFL learners
Beyond Machine Translation: Studying the Role of Prompts in AI-Assisted Translation Quality Across Levels of Textual Complexity
The Effect of Performance Goals and AI-Feedback Timing on Writing Accuracy and Motivation among Iranian EFL Learners
AI-Supported Teaching in Under-Resourced EFL Contexts: A Critical Review of Teacher Roles and Digital Barriers
Claude in EFL Education: A Critical Review of Pedagogical Uses and Challenges
Generative AI Tools in EFL Teaching and Learning: A Review with a Focus on the Iranian Context
The Impact of Gamification-Based Instruction on Self-Regulated Learning and Academic Engagement among EFL Learners
From Detector-Based Suspicion to Agency-Based Integrity: An Editorial Framework for Assessing GenAI Use in Applied Linguistics
Generative AI Literacy in EFL Teaching: A Review of Age-Related Differences in Teacher Readiness and Adoption
Is the Use of Generative AI in Academic Writing Legitimate? Rethinking Authorship Through Three Forms of AI Assistance
مقایسه اثربخشی آموزش سنتی و آموزش پشتیبانی شده با هوش مصنوعی در یادگیری زبان انگلیسی دانش آموزان دبیرستان
Designing and Evaluating an AI-Based Diagnostic and Simulation System for Personalized EFL Speaking Skill Development
A Systematic Synthesis of How Generative Artificial Intelligence Influences Foreign Language Anxiety and Motivation in Adult EFL Learners
Rethinking Ethics in AI-Assisted EFL Teaching: A Critical Review
From Tool to Partner: Generative AI as a Dialogic Aid in Postgraduate EFL Writing
The Effect of ChatGPT-Generated Reflective Feedback on the Coherence and Lexical Complexity of Intermediate EFL Learners’ Argumentative Essays at an Iranian Language Institute
Comparing the Effects of ChatGPT-Assisted vs. Teacher Feedback Writing Practice on the Accuracy and Complexity of Intermediate Iranian EFL Learners' Writing
Guardians of Academic Integrity: Empowering Iranian EFL Teachers through Critical AI Literacy and Content Evaluation
From Corpus Queries to Chat Prompts: AI in CBRP
English EFL Teachers’ Self-Efficacy in Digital Writing: A Review Paper
Technology-Mediated Vocabulary Instruction and Cognitive Load in EFL Contexts: A Conceptual Review
Identifying factors in AI Chatbot Adoption Among EFL Teachers in Tehran: A Binary Logit Modeling Approach
Exploring Undergraduate Students’ Experiences with Generative AI in English Language Learning
The Effect of AI-Assisted Feedback on EFL Learners' Writing Development: A Computer-Assisted Language Learning Study
The Effect of Using the Specialized Corpus of Casual Conversation on EFL Learners' Pragmatic Awareness
Enhancing EFL Vocabulary Acquisition through AI Applications: Practical Classroom Strategies
Developing Critical AI Literacy in Iranian TEFL Postgraduate Academic Writing: Addressing Academic Dishonesty, Fabricated Citations, and Over-Reliance
Artificial Intelligence and Professional Identity Construction among EFL Teachers: A Critical Review of Emerging Perspectives in AI-Supported Language Education
Artificial Intelligence–Supported Pronunciation Instruction in ESL/EFL Contexts: A Critical Review of Recent Research
The Use of AI-Enhanced Tools in Teaching English to Learners with Learning Disabilities and Aphasias: A Critical Review
Generative Artificial Intelligence in English Language Education: Opportunities, Challenges, and Future Directions
Navigating Teacher Autonomy and Feedback Practices in AI Mediated Iranian EFL Context: A Case Study of Speaking Skill
AI-Generated Culturally Adaptive Visual Aids in Vocabulary Learning and Retention among Iranian High School EFL Learners: A Conceptual Framework
تاثیر ابزارهای داستان ساز مبتنی بر هوش مصنوعی مولد در یادگیری زبان آموزان: مرور نظام مند و تحلیلی