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Activity 1 - Module 5

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42 views4 pages

Activity 1 - Module 5

Uploaded by

Sabrina Tonguino
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MILAGRO STATE UNIVERSITY

MASTER’S PROGRAM IN TEACHING ENGLISH AS A FOREIGN

LANGUAGE

EDUCATIONAL RESEARCH & ACADEMIC WRITING

PROFESSOR: SANDY TATIANA SOTO ARMIJOS

GROUP # 1

· ESPÍN VÁSCONEZ ELLY RACHEL


· FLORES MONTOYA PABLO VICENTE
· PADILLA MAZON ESTEFANÍA ELIZABETH
· TONGUINO BONE JENIFFER SABRINA
· ZAMBRANO VERA IRINA GISSELLA

ACTIVITY 1

2024 – 2025

1. Research Topic:
Exploring how AI is detrimental to ESL students development"

2.Statement of the Problem:

The integration of artificial intelligence (AI) tools in education has significantly


transformed teaching and learning processes, enabling students to access information
quickly, personalize their learning experiences, and complete tasks efficiently. However,
excessive reliance on these technologies raises serious concerns, such as the decline of
critical skills like analytical thinking, creativity, and problem-solving, which are
essential for academic success and real-life readiness. Additionally, the intensive use of
AI tools may hinder social interaction, academic ethics, and student autonomy,
exacerbating issues like plagiarism and intellectual passivity. This study aims to explore
the negative impacts of AI tools on students’ academic performance and real-life
preparedness and propose strategies to balance their integration with traditional
learning methods, ensuring the holistic development of students.

3. Justification of the Problem

The widespread adoption of Artificial Intelligence (AI) tools in education has introduced
transformative benefits, such as personalized learning, immediate feedback, and
enhanced accessibility. However, these advancements come with critical drawbacks
that demand urgent attention. Excessive reliance on AI technologies diminishes
essential skills like critical thinking, problem-solving, and creativity, which are crucial
for students' academic success and real-life performance (Seo et al., 2021; Bai et al.,
2023).

Furthermore, ethical issues, including data privacy and algorithmic bias, exacerbate
inequities and threaten students' autonomy and security (Borenstein & Howard, 2021;
Kamalov et al., 2023). The tendency of students to overuse AI for convenience
compromises academic integrity, as it encourages plagiarism and reduces genuine
engagement with learning materials (Nguyen, 2023). These issues hinder the holistic
development of students and jeopardize their preparedness for real-world challenges,
where interpersonal skills, independent decision-making, and adaptability are critical
(Abd Rahman et al., 2023).

By addressing these concerns, this research aims to bridge the gap between the benefits
and limitations of AI tools, proposing strategies to balance their integration with
traditional educational methods. This balanced approach will ensure students develop
the critical skills necessary for lifelong learning and societal contribution (Akgun &
Greenhow, 2022; Bergström et al., 2024).
4. Objectives:

General Objective

To analyze the negative impacts of Artificial Intelligence (AI) tools on students'


academic performance and real-life preparedness, identifying strategies to balance AI
integration with traditional learning methods to promote holistic development.

Specific Objective

To investigate how excessive reliance on AI tools affects students' critical thinking,


problem-solving, and foundational skills, and to propose actionable solutions for
educators and institutions to mitigate these adverse effects while optimizing the
benefits of AI in education.

5. Research Questions:

1. What are the negative impacts of excessive reliance on Artificial Intelligence (AI)
tools on students' academic performance, particularly in relation to critical
thinking, problem-solving, and foundational skills?

2. What are the negative impacts of excessive reliance on Artificial Intelligence (AI)
tools on students' academic performance, particularly in relation to critical
thinking, problem-solving, and foundational skills?

Bibliografias

 Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence
on learner–instructor interaction in online learning. International Journal of Educational
Technology in Higher Education, 18, 1–23.

 Borenstein, J., & Howard, A. (2021). Emerging challenges in AI and the need for AI
ethics education. AI and Ethics, 1, 61–65.

 Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing


ethical challenges in K-12 settings. AI and Ethics, 2(3), 431–440.

 Abd Rahman, A. B., Rodzi, Z. M., Razali, I. N. B., Mohamad, W. N., Nazri, I. S. B. M., & Al-
Sharqi, F. (2023, September). Breaking the illusion: The reality of artificial intelligence's
(AI) negative influence on university students. In 2023 4th International Conference on
Artificial Intelligence and Data Sciences (AiDAS) (pp. 194–199). IEEE.
 Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New era of artificial
intelligence in education: Towards a sustainable multifaceted revolution. Sustainability,
15(16), 12451.

Yunus Basha, J. (2024). The negative impacts of AI tools on students in academic and
real-life performance. International Journal of Social Sciences and Commerce, 1(3), 1–16.
https://doi.org/10.51470/IJSSC.2024.01.03.01

Basha, J. Y. (2024). The negative impacts of AI tools on students in academic and real-
life performance. International Journal of Social Sciences and Commerce, 1(3), 1–16.
https://doi.org/10.51470/IJSSC.2024.01.03.01

Basha, J. Y. (2024). The negative impacts of AI tools on students in academic and real-
life performance. International Journal of Social Sciences and Commerce, 1(3), 1–16.
https://doi.org/10.51470/IJSSC.2024.01.03.01

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