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In conclusion, the rise of artificial emotions in love presents a complex ethical issue that
requires careful consideration and thoughtful engagement. While AI-powered technologies offer
potential benefits for individuals seeking companionship or intimacy, they also raise significant
concerns about human relationships, emotional authenticity, and the treatment. By addressing these
ethical dilemmas proactively, we can strive to ensure that AI-powered love is developed and utilized
in a manner that respects human dignity, autonomy, and the future of interpersonal connections.
Through interdisciplinary discourse and ethical reflection, we can navigate this uncharted territory
with empathy, respect, and a nuanced understanding of the diverse perspectives that shape our
conception of intimacy and love.
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ADVANTAGES AND CHALLENGES OF APPLYING LOCAL AND GLOBAL
SCIENCE AND TECHNOLOGY INTO FOREIGN LANGUAGE TEACHING
Sarsenova Elmira
English language teacher at 40 school
Almaty, Kazakhstan
All facets of life are evolving due to the internet's application to conventional sectors and the
rapid expansion of digitalization, multimedia, and network-based communication technologies.
Worldwide, approaches to teaching and learning English are drastically shifting, especially
considering the coronavirus disease outbreak in 2020 (COVID-19). As online courses and resources
have become the norm for students, an online and offline blended learning mode finally emerged
when combined with offline English learning activities. While blended learning has been studied in
a variety of contexts, it has received less attention when it comes to the listening comprehension
abilities and emotional experiences of young students as English foreign language learners as they
are doing the activities. This study intends to look into two things: (1) how students' learning
outcomes are affected by the online and offline blended mode; and (2) how students' experiences with
blended tasks affect their interest in learning, attitude towards learning, and use of strategies when
learning English listening. A four-month teaching intervention utilising mixed online and offline
modalities was used in English listening classrooms. In order to examine the engagement process of
two student courses, as well as data from their English listening examinations and follow-up in-depth
interviews, the study reviewed mixed-methods qualitative and quantitative research. The outcomes
showed that students' listening skills improved as a result of the blended activity. Additionally, the
35
typically unfavourable attitudes that students had on learning English by listening improved to a more
positive state. Students' interest grew and their approaches to learning diversified in the meanwhile.
The design of activities for young pupils and the teaching of English are affected by these findings.
Globally, there is a great deal of concern over sustainable development. United Nations
Economic Commission for Europe Strategy depicts sustainable development as being supported by
an ethnic of solidarity, mutual and equal respect among people, nations, cultures, countries and
generations; it is natural development in harmony which meets the needs of the modern generation
without compromising the ability of future generation to meet their own needs (This definition is
consistent with the United Nations Declaration on the Right to Development, established in General
Assembly resolution 41/128 on 4th December 1986, and as well as with the Rio Conference
Declaration on Environment and Development between 3-14 June 1992). Education is crucial to help
and enable people to live in sustainable communities. Learning should be ongoing and lifelong, and
there should be a change in the people who lead and impart information in both official and informal
settings. To elevate all people from kindergarten to become specialists in one field, educators must
create and develop a wide range of competences in both current and future teachers (students) at all
educational levels [1].
As a result of the globalisation era's digital change, there is a growing emphasis on
interconnectedness in politics, economics, society, media, and information technology, known as
global citizenship. In today's globalised environment, learning languages is essential for effective
communication around the globe [2;6]. Therefore, the goal is to make recommendations on how
educational system should develop going forward. Due to the impact of the ever-expanding digital
communications world, the requirement for effective human resource development before industrial
development, and past mistakes, countries have realised the need to create a pattern in educational
reform. The conventional teaching paradigm has to change in order to accommodate the increasing
number of nontraditional students and the evolving nature of the workforce. Thus, more distant
education courses and instruction based on integrated e-learning should be offered by top educational
establishments, such as high schools, colleges, and universities. Even yet, by using free educational
resources, institutions that lack the funds to acquire proprietary e-learning software should
nonetheless create e-learning programmes based on the resources already available and the expertise
of administrators and teachers [3;8].
Almost each element of life in today's digital world depends on the internet [4;6]. It has been
observed that mobile apps for learning English are being used more often in English classes, making
English learning more engaging and fun for students and promoting their involvement in the process
of learning [7;9]. According to Castle and McGuire (2010), page 36 [10], "e-learning can enhance the
quality of learning experiences because it provides flexible access to content and instruction at any
time, from any place, and enables students to maintain the learning outcome equivalent to face-to-
face instruction". Teachers and students now frequently use digital learning games, software, and
platforms for their online activities. The experiences of younger pupils integrating offline and online
learning, however, have received less attention. Online classes became the norm for students during
the coronavirus disease of 2019 (COVID-19) pandemic, which resulted in state-wide and
international school closures [9]. A variety of educational resources and information were made
available online. Online learning has become a popular global trend. Research on young learners'
experiences with blended tasks—both online and offline—may therefore contribute to the enrichment
of empirical data in this area and enhance our comprehension of the advantages and difficulties
associated with the blended mode, as well as the difficulties, emotional shift, and ability shift that
students encounter during the process.
The development of the Internet may have changed how English is taught [11;13]. The internet
is globally accessible and provides a wealth of global resources. English language learners may
interact with native English speakers and obtain essential language resources via the Internet.
Students can practise applying the content in the first case, but they can overcome the
decontextualized aspect of learning English in the second. Via real-world experiences, students may
study English in all its forms — listening, speaking, reading, and writing—in an integrated way.
36
Along with understanding and embracing many cultures, students may also broaden their global
perspectives and gain a range of knowledge kinds.
Scholars have conducted many reviews and meta-analyses of pertinent material in order to
determine the factors influencing the effectiveness of exercise. Few assessments, nonetheless, have
used activity theory to clarify the characteristics of this learning approach and show how many factors
affect the efficiency of the activities. In order to close the gap, the activity theory was used to evaluate
40 pertinent papers from 2001 to 2021. Based on the data, network-based social computing was used
in most technology-enhanced peer feedback (TEPF) activities to enhance academic performance in
writing in English as a second language. College and university students with prior training engaged
in the activities individually or in groups as feedback providers and/or recipients in private, online,
after-class settings for lengthy periods of time. By increasing the calibre of peer feedback and the
efficiency of peer engagement, learners may have an impact on TEPF activities. Peer feedback
quality, learner emotions, and the efficiency of peer interaction and feedback generation, giving,
taking, and comprehension are all areas where technology may impact an activity. Peer interaction
can impact tasks by pointing out mistakes, affecting affective components, and exchanging writing
knowledge and concepts. Conditions can influence learning via experiences, self-assurance in peers,
time and effort invested, feelings, and effectiveness of peer engagement and feedback exchange.
Through active learning and cognitive processes, mechanisms can influence actions [14].
Given its many uses, the use of large language models in education has been proposed as a
potential area of study. These models may be used to enhance learning and teaching experiences for
people at all educational levels, including primary, secondary, tertiary, and professional development.
Furthermore, large language models offer an unmatched opportunity to develop successful and
customised learning experiences, as each individual has unique learning preferences, abilities, and
requirements.
Big language models can assist elementary school students improve their writing and reading
comprehension (by suggesting syntactic and grammatical corrections, for example), as well as their
writing style and critical thinking skills. These models may be used to develop questions and exercises
that encourage students to examine and assess the information presented to them as well as think
critically about what they read and write. Furthermore, by providing summaries and explanations of
complex content, large language models can assist students in developing their reading
comprehension skills by simplifying the process of reading and comprehending the information. Big
language models are a major development in artificial intelligence. Large language models are here
to stay, despite opposing opinions and even local and regional restrictions. The underlying technology
is essential to future advances [15;16].
Concerning issues, we propose that large language models in education require the creation
of competency and literacy sets that help teachers and learners understand the technology and its
limitations as well as the unexpected fragility of these systems. Furthermore, a defined strategy within
educational institutions as well as a clear pedagogical approach with a significant emphasis on critical
thinking and fact-checking processes are needed in order to integrate and fully use huge language
models in learning environments and teaching curricula.Other concerns, such the possibility of output
bias, the need for ongoing human oversight, and the possibility of abuse, are not specific to the
application of AI in education. Nonetheless, we believe that these issues, if appropriately handled,
might offer opportunities and insights in educational contexts to acquaint students with the inherent
societal biases, criticalities, and risks associated with AI applications. Suggestions for resolving these
issues and making sure that these models are applied in an ethical and responsible manner in the
classroom have been proposed.
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1.
Coleman, J. A. English-medium teaching in European higher education. Language teaching,
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2.
Graham, C. R. “Blended learning systems: definition, current trends, and future directions,”
in Handbook of Blended Learning: Global Perspectives, Local Designs, eds C. J. Bonk and C. R.
Graham (Hoboken, NJ: Pfeiffer Publishing), 2006 3–21.
37
3.
Whittaker, C. “A military blend,” in Blended Learning in English Language Teaching:
Course Design and Implementation, eds B. Tomlinson and C. Whittaker (London: British Council),
2013 65–73.
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Vella-Brodrick, D., and Klein, B.. Positive psychology and the internet: a mental health
opportunity. Electron. J. Appl. Psychol. 6, 30–41. doi: 10.7790/ejap.v6i2.230 2010
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Amichai-Hamburger, Y., and Hayat, Z. The impact of the internet on the social lives of users:
a representative sample from 13 countries. Comp. Hum. Behav. 27, 585–589. 2011
6.
Choshin, M., and Ghaffari, A. An investigation of the impact of effective factors on the
success of e-commerce in small-and medium-sized companies. Comp. Hum. Behav. 2017. 66, 67–74
7.
Yen, S. C., Lo, Y., Lee, A., and Enriquez, J. M. Learning online, offline, and in-between:
comparing student academic outcomes and course satisfaction in face-to-face, online, and blended
teaching modalities. Educ. Inform. Technol. 2018. 23, 1–13.
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Anthony, B. Jr., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. L. E., Abdullah,
A., et al. Exploring the role of blended learning for teaching and learning effectiveness in institutions
of higher learning: an empirical investigation. Educ. Inform. Technol. 24, 3433–3466. doi:
10.1007/s10639-019-09941-z 2019
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pedagogical practices on students’ motivation and autonomy for the teaching of short stories in upper
secondary English. Interact. Learn. Environ. 28, 512–525. doi: 10.1080/10494820.2018.1542318.
2020
10.
Castle, S., and McGuire, C. An analysis of student self-assessment of online, blended, and
face-to-face learning environments: implications for sustainable education delivery. Int. Educ. Stud.
3, 36–40. doi: 10.5539/ies.v3n3p36.2010
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Ganderton, R. New strategies for a new medium? observing L2 reading on the world wide
web. On-Call, 12(2), 2–9.1998
12.
Hellebrandt, J. Virtual collaborations in the Spanish class: from e-mail to web design and
CD-ROM development. Journal of Educational Computing Research, 20(1), 59–70. 1990
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Van Handle, D. C., & Corl, K. AExtending the dialogue: using electronic mail and the
Internet to promote conversation and writing in intermediate German language courses. CALICO
Journal, 15(1–3), 129–143.1998
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Zhang, R., Zou, D. A review of research on technology-enhanced peer feedback for second
language writing based on the activity theory framework. Educ Inf Technol 28, 6727–6753 (2023).
https://doi.org/10.1007/s10639-022-11469-8
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Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser,
U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C.,
Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., Weller, J., Kuhn, J., & Kasneci,
G. (2023). ChatGPT for good? On opportunities and challenges of large language models for
education.
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Machines, 30(4), 681–694. 2020
THE ONLINE FORUM AND OTHER E-TOOLS WHICH THEY INCLUDED IN
WRITING COMMUNICATIVE FRAMEWORK
Sh.Seytnazarova English teacher
at a school of Kegeyli district
There have been numerous approaches to the teaching of writing in the history of
languageteaching. These writing approaches have evolved with the development of different
approaches to teaching in general, which have in turn contributed to the changing role and
status of writing [10;25]. The pedagogical approaches to second language writing emerged at
different times since 1960’s. They are Product, Process, Post-Process, Socio-cultural and genre
