Enhancing Post-Pandemic EFL Education by Leveraging Immersive, NLP-Driven, AI-based Tools That Promote Collaboration and Interactivity within an Educational Approach

This paper investigates the impact of AI-powered NLP tools on English as a Foreign Language (EFL) instruction at a university in Benin using mixed-methods research, focusing on collaborative and interactive online learning in the post-pandemic context. The study examines teacher and student perceptions, learning methodologies, and the role of teacher ICT training in integrating AI-supported collaborative learning.

This paper aims to improve post-pandemic English as a Foreign Language (EFL) education by leveraging immersive, NLP-driven, AI-based tools that promote collaboration and interactivity in teaching. It is because the COVID-19 pandemic has significantly disrupted conventional language education, leading to a shift towards online instruction and requiring new language learning strategies. The study used a mixedmethods approach integrating quantitative and qualitative data collection and processing s

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