{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113897"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113897","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A bilingual/L2 hybrid intervention model: combining human and machine intelligences","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_has_math":false,"creators":["Chen, Carol"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Cope, William","Kalantzis, Mary","Pak, Yoon Kyung","Montebello, Matthew","You, Yu-ling"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:34:46Z","date_published":"2022-04-29T21:34:46Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Education"],"languages":["en","eng"],"rights":["Copyright 2021 Carol Chen"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113897","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cope, William","Kalantzis, Mary","Pak, Yoon Kyung","Montebello, Matthew","You, Yu-ling"]},{"key":"dc:creator","label":"Author","values":["Chen, Carol"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:34:46Z","2021-12","2021-12-03"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Carol Chen"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113897"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Carol Chen, accepted the attached license on 2021-12-01 at 19:04.","The student, Carol Chen, submitted this Dissertation for approval on 2021-12-01 at 19:18.","This Dissertation was approved for publication on 2021-12-03 at 08:49.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17349 on 2022-04-06 at 17:10:36","Made available in DSpace on 2022-04-29T21:34:46Z (GMT). No. of bitstreams: 3 CHEN-DISSERTATION-2021.pdf: 12119727 bytes, checksum: b823b1816bdd86c9d46c4d014322ca5e (MD5) LICENSE.txt: 4207 bytes, checksum: c5a8d8ab37f68fa1e51650ca8d992893 (MD5) PROQUEST_LICENSE.txt: 4553 bytes, checksum: 9bd529fe38a76af6b72a09e9299defb2 (MD5) Previous issue date: 2021-12-03","Most Taiwanese English language learners have been exposed to traditional approaches to acquiring English as a second or foreign language. Studies demonstrate current/traditional teaching practices are not the most effective for struggling English language learners, and the rate of improvement has been limited. Therefore, this study explores current hybrid environments that integrate a combination of advanced computer-assisted technologies that are operated with artificial intelligence technologies to deliver more effective English language teaching, as well as using translanguaging, a current bilingual teaching method, to support the language acquisition process. To push English language teaching and learning to a more effective and efficient level, artificial intelligence-powered tools providing interventional support have been identified as the integral technological innovations to be leveraged with other tools (reading platforms, formative platforms, on-screen share tools, etc.). Specifically, the use of machine translation tools operating with artificial intelligence technologies have been identified in the literature as a vital computer-assisted tool in supporting learners with their English or second language development via translingualism. However, due to the limitations of artificial intelligence in which causality is lacking, machine translation tools operated on artificial intelligence continue to make errors in translation. Therefore, human intervention is needed in facilitating the teaching and learning process by leveraging other intelligent computer-assisted tools, namely writing assistant software and voice recognition/evaluation software, to make the intervention model more effective in the overall language learning process. Hence, combining machine and human intelligences in deploying machine translation tools, as well as other artificial intelligence-operated tools, serves as an integral approach to addressing learning progression limitations and moving the teaching and learning process into a more innovative hybrid zone based on extending the transtheoretical model for hybrid learning in assisting struggling English language learners. This research will explore how humans can interact with machines by training image-bilingual text translation models via Google's Teachable Machine, as well as utilizing other artificial intelligence-powered tools, namely a writing assistant and a voice recognition or evaluation software, to fill the gaps in current literature regarding integrating intelligent computer-assisted tools for English language learning amongst struggling nonnative English speakers in a hybrid learning environment."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A bilingual/L2 hybrid intervention model: combining human and machine intelligences"]}]}],"canonical_facts":{"dc:contributor":["Cope, William","Kalantzis, Mary","Pak, Yoon Kyung","Montebello, Matthew","You, Yu-ling"],"dc:creator":["Chen, Carol"],"dc:date":["2022-04-29T21:34:46Z","2021-12","2021-12-03"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Carol Chen, accepted the attached license on 2021-12-01 at 19:04.","The student, Carol Chen, submitted this Dissertation for approval on 2021-12-01 at 19:18.","This Dissertation was approved for publication on 2021-12-03 at 08:49.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17349 on 2022-04-06 at 17:10:36","Made available in DSpace on 2022-04-29T21:34:46Z (GMT). No. of bitstreams: 3 CHEN-DISSERTATION-2021.pdf: 12119727 bytes, checksum: b823b1816bdd86c9d46c4d014322ca5e (MD5) LICENSE.txt: 4207 bytes, checksum: c5a8d8ab37f68fa1e51650ca8d992893 (MD5) PROQUEST_LICENSE.txt: 4553 bytes, checksum: 9bd529fe38a76af6b72a09e9299defb2 (MD5) Previous issue date: 2021-12-03","Most Taiwanese English language learners have been exposed to traditional approaches to acquiring English as a second or foreign language. Studies demonstrate current/traditional teaching practices are not the most effective for struggling English language learners, and the rate of improvement has been limited. Therefore, this study explores current hybrid environments that integrate a combination of advanced computer-assisted technologies that are operated with artificial intelligence technologies to deliver more effective English language teaching, as well as using translanguaging, a current bilingual teaching method, to support the language acquisition process. To push English language teaching and learning to a more effective and efficient level, artificial intelligence-powered tools providing interventional support have been identified as the integral technological innovations to be leveraged with other tools (reading platforms, formative platforms, on-screen share tools, etc.). Specifically, the use of machine translation tools operating with artificial intelligence technologies have been identified in the literature as a vital computer-assisted tool in supporting learners with their English or second language development via translingualism. However, due to the limitations of artificial intelligence in which causality is lacking, machine translation tools operated on artificial intelligence continue to make errors in translation. Therefore, human intervention is needed in facilitating the teaching and learning process by leveraging other intelligent computer-assisted tools, namely writing assistant software and voice recognition/evaluation software, to make the intervention model more effective in the overall language learning process. Hence, combining machine and human intelligences in deploying machine translation tools, as well as other artificial intelligence-operated tools, serves as an integral approach to addressing learning progression limitations and moving the teaching and learning process into a more innovative hybrid zone based on extending the transtheoretical model for hybrid learning in assisting struggling English language learners. This research will explore how humans can interact with machines by training image-bilingual text translation models via Google's Teachable Machine, as well as utilizing other artificial intelligence-powered tools, namely a writing assistant and a voice recognition or evaluation software, to fill the gaps in current literature regarding integrating intelligent computer-assisted tools for English language learning amongst struggling nonnative English speakers in a hybrid learning environment."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113897"],"dc:language":["en","eng"],"dc:rights":["Copyright 2021 Carol Chen"],"dc:subject":["Education"],"dc:title":["A bilingual/L2 hybrid intervention model: combining human and machine intelligences"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}