Thanks so much, Duygu! 😃

You too, Danny! Your topic on epistemic trespassing looks super interesting and is so important! Exciting times ahead I think! 😁

Thanks so much, Kat! 😀

Thanks so much, Viola! I feel the same way!

Thanks, Helen! 🥳

Thanks, Tony! 😃

If you want to know more about what I'll be doing, you can find a summary here: www.mmu.ac.uk/news-and-eve.... And I'll be posting project updates here: niallcurry.com/genai-in-the...

Specifically, these findings underscore the value that corpus approaches bring to language learning and the need for explicit training in AI tools used in autonomous language learning. You can read more here: doi.org/10.1080/0958...

Overall, we argue that developing corpus literacies can act as a means of developing critical AI literacies, and that this in itself can enhance language learning for learners who choose to use AI.

We raise questions on the role of the product and the process in language learning, the differences between perceived personalised learning and its relationship with individualised learning, and the value of critical questions surrounding technology use for language learning.

We also found that the generative AI tools, while popular, present challenges related to over-reliance and a lack of truly personalised learning.

Conversely, we found that while ChatGPT was widely used by the learners, ultimately it elicited mixed evaluations regarding reliability. The overall findings suggest a few things, including that corpus literacy fosters critical engagement with language data.

Broadly, we wanted to study how undergraduate learners from a southern European university engage with corpus and AI tools and we found that while learners initially lacked familiarity with corpus tools, they came to recognise their value in developing corpus-mediated linguistic awareness.

This study was conducted to examine the potential for the integration of corpus and AI literacies in language education and we used a sequential mixed-methods design, incorporating training days, workshops, task outputs, and focus groups as data.