Abstract
This mixed method exploratory sequential case study examines the integration of generative AI within a task-based language teaching (Intelligent TBLT) framework designed to enhance reading and writing skills through an innovative learning procedure within an informal learning context. In a one shot, one-hour intervention, 15 EFL learners worked in small groups to interpret a complex “deserted island” regulations for survival and collaboratively produced a 180-220 words survival plan for two months. Throughout the task, they relied on generative AI and their peers for clarification and support, with limited teacher interference. The study qualitatively investigated the students’ perceptions on how AI’s digital scaffolding influences their cognitive load and its perceived impact on learning of reading and writing through open-ended questions. Besides, the study quantitatively investigated the learners’ mental, physical and temporal workload, and given effort, their task performance, and frustration levels using NASA Task Load Index which was completed in the mid-task phase. Qualitative analysis examined the degree to which the role of ChatGPT has an effect on the understanding of the difficult text, the quality of written text, emotional, and cognitive reactions of the learners. The results indicate that the utilization of AI can reduce part of cognitive load and anxiety that can provide greater involvement and getting of the tasks. The study can be added to the growing body of research on AI-assisted informal language learning, and provide information about the ways in which technology can be used to assist students.
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