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

This mixed-methods study examines the effectiveness of AI-powered NLP tools for collaborative and interactive English as a Foreign Language (EFL) instruction in a post-pandemic online university setting in Benin, using surveys, interviews, and classroom observations to assess impact on teaching and learning outcomes. The research focuses on university-level EFL education but evaluates pedagogical interactions, collaboration, and the role of immersive AI-based tools in language 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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