Marcel Pikhart’s research while affiliated with University of Hradec Králové and other places

This study explores the potential risks associated with the use of AI in higher education, based on the views of university teachers from the Czech Republic and Iraq. A total of 40 respondents, including 28 females and 12 males aged between 32 and 54, participated in the study. All participants were university teachers specializing in EFL, psychology, ITC, and foreign languages, and they reported using the internet and AI daily or several times a week for their professional activities. The qualitative research, grounded in a phenomenological approach, involved guided interviews that were recorded, transcribed, and analyzed using LIWC-22 software to identify common themes and sentiments. The findings reveal significant concerns about privacy risks, academic integrity, and the validity of AI-generated data. Respondents expressed fears over data misuse, unauthorized access, and the potential for AI to facilitate plagiarism and undermine critical thinking. While AI is seen as beneficial for personalized learning and language training, there are apprehensions about its impact on the role of teachers and the potential for job displacement. The study also highlights the limitations of AI in replicating human interaction and addressing students' emotional and behavioral engagement. Overall, the sentiment among respondents is predominantly negative, with calls for ethical guidelines, critical evaluation, and the preservation of human elements in education. The research underscores the need for further studies involving larger and more diverse samples, including students, to comprehensively understand the implications of AI in education.

Writing is among the most challenging language skills, and it necessitates memorization and practice. Nevertheless, there has been an increasing interest in research on the difficulties the learners encounter and the solutions to enhance the learners’ writing skills. This study aims to scrutinize the mistakes that English Foreign Language (EFL) learners make in their writing, the challenges that arise from their heavy reliance on Emergency Remote Teaching (ERT), and also the potential solutions and suggestions for improving their writing skills. To collect the data, teacher interviews were done in addition to document analysis using a sample of written texts. Written samples of student paper-sheet data were statistically analyzed using frequency and percentage, while teacher interviews from two countries, namely Iraq and the Czech Republic, were evaluated subjectively. The findings show that both groups agreed that writing proficiency is a controversial issue and that it is a skill that is ignored in online courses. It further shows that Czech EFL learners display a lack of grammar, while Iraqi EFL learners show a noticeable shortage in spelling and punctuation.

As the use of digital games in foreign language learning has increased, there is a demand for investigations that would offer a window into contemporary breakthroughs in this growingly prominent field of foreign language learning. A plethora of research papers have dealt with the effects of digital gaming on language skills, such as vocabulary and speaking. However, to date, there is a scarcity of studies that examine how the amount of time spent on digital games influences the development of a second language. Thus, the present study attempts to determine if there is any correlation between the amount of time spent on digital games (non-instructional games) and second language development. It also attempts to verify whether there is any effect of games played on their attitudes toward digital gaming as a type of informal digital language learning. The methodology used is quantitative using the Technology Acceptance Model (TAM). The sample consisted of 350 college students from Iraq and the Czech Republic who all study English as a foreign language. The findings reveal a weak correlation between the digital games played, which means there is no impact between the time of playing and TAM factors. It further reveals that the most engaging and popular game among students was PUBG and that students' attitudes are affected positively depending on the game they played. Finally, the findings clarified that TAM factors can be positively affected by language skill development through the use of digital games in learning.

As the use of digital games in foreign language learning has increased, there is a demand for investigations that would offer a window into contemporary breakthroughs in this growingly prominent field of foreign language learning. A plethora of research papers have dealt with the effects of digital gaming on language skills, such as vocabulary and speaking. However, to date, there is a scarcity of studies that examine how the amount of time spent on digital games influences the development of a second language. Thus, the present study attempts to determine if there is any correlation between the amount of time spent on digital games (non-instructional games) and second language development. It also attempts to verify whether there is any effect of games played on their attitudes toward digital gaming as a type of informal digital language learning. The methodology used is quantitative using the Technology Acceptance Model (TAM). The sample consisted of 350 college students from Iraq and the Czech Republic who all study English as a foreign language. The findings reveal a weak correlation between the digital games played, which means there is no impact between the time of playing and TAM factors. It further reveals that the most engaging and popular game among students was PUBG and that students’ attitudes are affected positively depending on the game they played. Finally, the findings clarified that TAM factors can be positively affected by language skill development through the use of digital games in learning.

Background The rise of intelligent chatbots powered by artificial intelligence and machine learning has ignited interest in their potential for revolutionising second language (L2) acquisition and foreign language learning (FLL). While their potential seems vast, understanding their actual impact on learning outcomes requires comprehensive analysis. Also required is the continuous evaluation of this technology due to the rapid pace of advancements in chatbots, highlighting the need for a fresh look using the latest research. This systematic review aims to address this need by investigating the effectiveness of modern chatbots in L2 learning and FLL, offering valuable insights for language educators and researchers. Objectives This study systematically reviews existing research to assess the usefulness of chatbots in L2 acquisition and FLL, identifying key areas of improvement and future research directions. Methods Following the PRISMA methodology, 33 relevant studies published between 2020 and May 2024 were analysed. Thematic analysis was employed to identify key themes related to chatbot applications, language skills impacted, and learning outcomes achieved. Results The findings clearly reveal specific language skills (i.e., speaking) and language knowledge (i.e., vocabulary) that have a significant impact on enhancing students' learning outcomes by using chatbots, while pointing out insufficient research in this area. The results also show major benefits of chatbots for FLL, such as individualised learning, immediate feedback, enhancing willingness to communicate, and increased interaction. Conclusions This systematic review highlights specific practical implications and suggestions that have a direct impact on the usefulness of chatbots in FLL and L2 acquisition, and a need to investigate further variables such as age, language skills, personality traits, or teacher's role with respect to the use of chatbots in foreign language classes. Further implications are also raised in terms of learning design considerations when such a technology is incorporated in the FLL classroom.

The increasing use of artificial intelligence (AI) in higher education is reshaping how students engage with their academic and personal lives. However, the impact of AI on students’ well-being remains underexplored. This mini-review synthesizes current literature to assess how AI affects student well-being, focusing on mental health, social interactions, and academic experiences. While AI offers benefits such as personalized learning, mental health support, and improved communication efficiency, it also raises concerns regarding digital fatigue, loneliness, technostress, and reduced face-to-face interactions. Over-reliance on AI may diminish interpersonal skills and emotional intelligence, leading to social isolation and anxiety. Furthermore, issues such as data privacy and job displacement emerge as AI technologies permeate educational environments. The review highlights the need for balanced AI integration that supports both academic success and student well-being, advocating for further empirical studies to comprehensively understand these dynamics. As AI becomes more embedded in education, it is crucial to develop strategies that mitigate its negative effects while promoting holistic well-being among students.

Code-switching (CS) is a well-researched language contact phenomenon, defined as the alternation between two languages within a single discourse. Focusing on how CS manifests within the gaming community, the present study explored the use of CS among Arabic gaming YouTubers. Utilizing a mixed-methods approach that combines quantitative data collection from several game matches with qualitative conversational analysis, the research provides a comprehensive understanding of CS in this digital milieu. To elucidate the reasons behind CS and following Al Bathi's (2022) conversational framework, Malik's (1994) model was employed in this study. The study identified various types of CS, including intra-sentential, inter-sentential, tag-switching, intra-word, and metaphorical CS, and examined the underlying motivations for these linguistic shifts. The results revealed that CS is predominantly used to facilitate communication, express emotions, and establish group identity. The study concludes that CS is a deliberate and functional aspect of communication among gaming YouTubers, enhancing interaction and engagement within the gaming community.

This paper analyzes the impact of physical action on foreign language vocabulary acquisition. Total Physical Response (TPR) is a methodology developed half a century ago that was later abandoned, and there is now relatively little research into its potential for foreign language learning. The researchers aimed to revitalize this methodology and test its impact on vocabulary acquisition and retention in foreign language learning. The study was conducted at a secondary school in Iraq with twenty participants aged 14 to 15 years. A physical action game related to vocabulary spelling was integrated into English as Foreign Language (EFL) classes, after which participants were evaluated on vocabulary acquisition and retention. Additionally, a questionnaire was administered to assess their subjective satisfaction with the methodology. The results indicate that this method significantly enhanced vocabulary acquisition and retention among the students, and their subjective satisfaction was notably high. Given the relatively small sample size, this study serves as a pilot study, to be validated on a larger scale in the future. The implications are relevant for curriculum designers as well as the development of psycholinguistic theory. Further research is needed to explore the mechanisms responsible for improved vocabulary acquisition and retention when using this methodology in the context of emerging cognitive science and psychology.

E-learning, or digital learning, has transformed education, raising questions about its impact on creativity. While creativity was once seen as a rare talent, it is now considered a product of education and learning. In our hyper-connected world, creativity is recognized as a vital skill for tackling complex problems. This article explores how digital learning influences creativity in the context of language education, especially English as a foreign language (EFL) instruction. The study employed the PRISMA methodology to gather data from Scopus and Web of Science databases. Inclusion criteria included English-language experimental studies from indexed journals. Grey literature, non-experimental studies, conference proceedings, and other languages than English were excluded. The search yielded 963 studies, with only 15 meeting inclusion and exclusion criteria. These studies covered various aspects of creativity in education and highlighted the positive impact of digital learning on creativity. For example, they revealed that game design, interactive technology, digital storytelling, and collaborative learning environments can foster creativity among students. The findings indicate that digital learning generally can have a certain but positive impact on creativity. Game-based learning, collaborative interactions, and real-world problem-solving tasks are particularly effective in enhancing creativity. Negative impacts can be mitigated through teacher training, feedback mechanisms, and interactive activities. Future research should focus on developing rigorous assessment methods for creativity in digital learning. Digital learning offers numerous opportunities to stimulate creativity in education. Understanding the factors that enhance or inhibit creativity in digital learning environments is essential for optimizing the use of technology in education and fostering innovative thinking in students. The main limitation of this systematic review consists of searching just two databases, namely Scopus and Web of Science, however, it provides a robust overview of the topic.

This article investigates the utilization of digital resources, including applications like Duolingo, ChatGPT, and Google Translate, in the language learning practices of English as a Foreign Language (EFL) college students from the Czech Republic, Taiwan, and Iraq. Through a questionnaire-based approach, the study explores the digital tools employed, activities conducted, satisfaction levels, and the impact on language skills. Findings reveal diverse usage patterns and positive perceptions, highlighting the multifaceted role of digital resources in vocabulary acquisition, skill development, and language exploration. While participants express overall satisfaction, challenges such as connectivity issues and content variety are identified. The study’s most important finding is that digital resources like Duolingo, ChatGPT, and Google Translate significantly enhance EFL students’ language learning experiences through increased engagement and skill development, despite challenges such as connectivity issues and content diversity. The study underscores the need for ongoing improvement in digital language learning tools and suggests avenues for future research, emphasizing long-term impact, personalized learning paths, emerging technologies, and socio-emotional aspects. Despite limitations, the research provides valuable insights into the dynamic interplay between technology and language education in diverse cultural contexts.