Implementierung einer KI-gestützten Sprachlernsoftware in den Fremdsprachenunterricht
Implementation of AI-Supported Language Learning Software in Foreign Language Education

Summary/Abstract: In recent decades, the use of artificial intelligence (AI) for the development of various apps has been massively advanced, and its products are now applied in almost all areas of our lives (cf. Haristiani 2019: 1). The rapid development of smartphone technology, social media, and artificial intelligence has also had a tremendous impact on foreign language learning and teaching. Artificial intelligence offers both teachers and learners of foreign languages the opportunity to structure and manage the teaching and learning processes. It supports learners in expanding their language skills, promoting critical thinking, developing problem-solving abilities, and participating in group discussions (cf. Gruber 2023: 157). It is crucial, however, that AI functions as a supportive tool for teachers and learners, complementing teaching and learning processes. This paper examines innovative ways of using the AI-based app Sylby to promote learner autonomy in the teaching of German as a foreign language. The tool is used within the German studies program at the University of Zadar, where it is being systematically evaluated. The Sylby app serves as a supplement to the class of phonetics and phonology, aiming to intensify pronunciation training and enhance students’ learner autonomy. To analyze the impact on students’ foreign language acquisition, a survey was conducted. The results revealed a generally positive attitude toward the use of the app as supplementary material, as well as a noticeable improvement in pronunciation. A major issue, however, was that the app sometimes failed to detect pronunciation errors and marked them as correct, or conversely, did not recognize correct pronunciation and reported errors instead. The user-friendliness of the app was highlighted as particularly positive, as students can practice their pronunciation anytime and anywhere. Finally, the potentials and challenges of integrating the tool into foreign language teaching are outlined and reflected upon from a didactic perspective.

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