Name: Bridging the Gap: Digital Humanities and AI Driven Pedagogy for French Language Acquisition at IAUE: Al Driven Pedagogy for French Language Acquisition (en Inglés)
SKU: 68944649
Price: 171.34 PEN
Availability: InStock
Author: Gospelba, Georgewill Darlyn
ISBN: 9789999348478

portada Bridging the Gap: Digital Humanities and AI Driven Pedagogy for French Language Acquisition at IAUE: Al Driven Pedagogy for French Language Acquisition (en Inglés)

Bridging the Gap: Digital Humanities and AI Driven Pedagogy for French Language Acquisition at IAUE: Al Driven Pedagogy for French Language Acquisition (en Inglés)

Formato

Libro Físico

Editorial

Eliva Press

Autor

Gospelba, Georgewill Darlyn

Idioma

Inglés

N° páginas

113

Encuadernación

Tapa Blanda

ISBN13

9789999348478

Bridging the Gap: Digital Humanities and AI Driven Pedagogy for French Language Acquisition at IAUE: Al Driven Pedagogy for French Language Acquisition (en Inglés)

Gospelba, Georgewill Darlyn (Autor) · Eliva Press · Tapa Blanda

Más barato Libro Nuevo Importado

Envío: 15 a 20 días háb.

S/ 380,77S/ 171,34

-55%

Más rápido Libro Nuevo Importado

Envío: 14 a 18 días háb.

S/ 395,11S/ 197,56

-50%

Costos de importación incluídos en el precio ✅

Libro Nuevo Más barato

Quedan 100 unidades

S/ 171,34

Llega entre el 24 Nov y el 02 Dic a CERCADO DE LIMA, Lima. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "Bridging the Gap: Digital Humanities and AI Driven Pedagogy for French Language Acquisition at IAUE: Al Driven Pedagogy for French Language Acquisition (en Inglés)"

The integration of Digital Humanities and artificial intelligence (AI) into language education represents a transformative frontier with significant potential for addressing persistent challenges in French language teaching and learning in Nigerian universities. This study investigates the incorporation of Digital Humanities methodologies and AI-powered tools into French language pedagogy at Ignatius Ajuru University of Education (IAUE), a specialized teacher education institution in Port Harcourt, Rivers State, Nigeria. French language education in Nigeria faces numerous obstacles, including limited opportunities for authentic communicative practice, large class sizes, inadequate digital infrastructure, and pedagogical approaches that often prioritize rote memorization over meaningful engagement. These challenges are particularly acute at IAUE, where the mandate to prepare future French teachers amplifies the urgency of pedagogical innovation. Simultaneously, the rapid evolution of generative AI technologies—including large language models, conversational agents, speech recognition systems, and adaptive learning platforms—offers unprecedented opportunities to personalize instruction, provide real-time feedback, and create immersive learning experiences that extend beyond the traditional classroom. This study adopts a mixed-methods case study design, combining quantitative survey data from approximately 170 French students with qualitative insights from semi-structured lecturer interviews, student focus groups, and classroom observations. The research is grounded in multiple theoretical frameworks: usage-based second language acquisition theory, which emphasizes learning through meaningful language use; the PAA-4T model (plurilingualism, affect, and agency through translanguaging, trans-semiotizing, trans-knowledging, and trans-culturing); and investment theory, which examines how learners negotiate identity and capital in technology-mediated contexts.