This article examines the use of XIPU AI, a Generative Artificial Intelligence (GenAI) tool, in enhancing independent learning within an English for Academic Purposes (EAP) classroom on XJTLU Taicang campus. The study employs a mixed-methods approach to evaluate the effectiveness of XIPU AI in supporting students' independent learning and addresses the specific challenges and benefits encountered. Findings indicate that while XIPU AI significantly enhances information retrieval, language improvement, and overall student support, challenges such as data privacy concerns, accuracy issues, and integration with existing platforms persist. The research highlights the potential of XIPU AI to transform learning practices in transnational higher education but underscores the need for thoughtful implementation and ongoing support to maximize their benefits.

 

Key words: XIPU AI, Independent Learning, English for Academic Purposes, Transnational Higher Education 

 

During the Academic Year 2023-2024, I have been teaching an English for Academic Purposes (EAP) module EAP102TC on Taicang campus. During the academic year, the feedback collected from students, discussions with my colleagues, and my personal observations have highlighted that many students struggle with independent learning. This identified issue impacts both learning and teaching, underscoring the need for effective interventions. The specific pedagogical problem addressed in this research is the difficulty students face in developing independent learning skills. XJTLU offers a transnational higher education (TNE) context, providing both students and staff with access to a Generative Artificial Intelligence (GenAI) tool, XIPU AI. This initiative presents an opportunity to explore the role of AI in education innovatively. By integrating XIPU AI into the EAP classroom, this research aims to assess the potential of GenAI to facilitate independent learning and enhance educational outcomes within this transnational higher education setting. It also seeks to offer insights into how technology can support and transform learning in diverse, global contexts.

 

Independent learning is recognised as an essential skill for success in higher education. It enables students to grow and develop as learners, particularly when issues related to accessibility, inclusivity and expectations, and when goals are explicitly addressed. According to Wilbraham et al. (2024), fostering independent learning not only enhances academic performance but also supports the holistic development of students. The positive effects of independent learning extend to student motivation and engagement. Wilbraham et al. (2024) note that independent learning fosters a deeper level of engagement with course material, which in turn boosts motivation. Vosniadou (2020) emphasizes that independent learning contributes to academic achievement differences among students, suggesting that those who engage in self-directed learning are more likely to achieve academic success. 

Despite its benefits, implementing independent learning in higher education comes with challenges. Vosniadou (2020) points out that many students enter higher education lacking the skills necessary for independent and self-regulated learning. Hockings et al. (2018) highlight that students' understandings and approaches to independent learning are often poorly understood. To address these challenges, various strategies can be employed to promote independent learning. They also suggest that collaboration and advice from more experienced students in non-assessed scenarios can significantly influence and support students' independent learning efforts. Silverajah and Govindaraj (2017) advocate for the use of directed independent learning activities, such as digitized self-learning resources, which can enhance students' ability to learn independently.

 

GenAI tools have the potential to revolutionise education by offering personalised learning experiences and improving teaching efficacy. According to Perkins et al. (2023), Salinas-Navarro et al. (2024), and Borah et al. (2024), these tools facilitate transformative pedagogical opportunities that can tailor educational experiences to individual student needs. Alier et al. (2024) explain that GenAI tools can create original content to supplement traditional teaching methods, providing a more interactive and personalised learning experience. These tools are useful for generating custom quizzes, creating essay prompts, and delivering prompt feedback, thereby enhancing personalised learning. 

The ethical use of GenAI tools in education is a critical consideration. Alier et al. (2024) highlight the importance of maintaining academic standards and preserving the originality of students' work. Yusuf et al. (2024) suggest that while GenAI tools can enhance learning processes, robust policies that address cultural expectations and ethical concerns are necessary. Barrett and Pack (2023) emphasize the need for explicit guidelines and teacher professional development to ensure the responsible use of GenAI in educational contexts.

Despite the potential benefits, there are significant challenges and limitations associated with the use of GenAI tools in education. Alier et al. (2024) identify issues related to academic integrity, as students might use GenAI models to complete assignments, raising concerns about the authenticity and authorship of their work. Barrett and Pack (2023) point out that many educational institutions are not fully prepared for the integration of GenAI, indicating a need for comprehensive guidelines and professional development for educators.

Quality assurance in Transnational Education (TNE) varies significantly and is primarily influenced by the policies of the host countries and the providers. Mok and Sawn Khai (2024) highlight that despite these variations, students generally report high levels of satisfaction with their TNE programs. Technology plays a crucial role in TNE, particularly in enhancing the effectiveness of teaching and learning processes. Vajjhala and Strang (2022) discuss a study on the effectiveness of teaching information communication technology (ICT) courses within a transnational strategy. The study found that student learning was generally effective, although there were some unusual results, such as a higher learning impact when students did not strictly adhere to the learning objectives. This finding suggests that technology can significantly support TNE, but the way it is integrated into the curriculum and the flexibility it offers may influence its effectiveness.

 

Despite the promising potential of GenAI tools to enhance personalised learning and improve educational outcomes, there is a noticeable gap in the literature regarding their application within transnational higher education contexts. While substantial research exists on the use of AI in general educational contexts, studies specifically addressing the challenges and opportunities faced by transnational education institutions, which operate across varying cultural and regulatory environments, are scarce. This research aims to bridge this gap by examining the impact of GenAI tools on independent learning within a transnational higher education context, with a specific focus on XJTLU. The goal is to provide valuable insights into how GenAI can be effectively integrated into diverse educational settings, thereby contributing to the broader understanding of AI's role in transnational higher education.

 

This study is guided by two primary research questions that aim to explore the role of GenAI tools in enhancing independent learning within a transnational higher education context:

 

Research Question 1: How do GenAI tools facilitate students' independent learning in a transnational higher education context?

 

Research Question 2: What are the challenges and barriers faced by students when using GenAI tools for independent language learning?

 

This research employs a mixed-methods approach to investigate the impact of XIPU AI on students' independent learning in a transnational higher education context at XJTLU. By combining both quantitative and qualitative data, the study aims to provide a comprehensive understanding of how these tools facilitate independent learning and identify any challenges and barriers that students might encounter throughout the academic year.

 

Prior to the start of this research, the study plan and relevant documents were submitted to XJTLU Research Ethics Committee for approval. Data collection involved a combination of questionnaires, classroom observations, and personal reflections over the academic year. The questionnaire was designed to gather both quantitative and qualitative data, including closed-ended questions to assess the extent of students' use of XIPU AI and their perceptions of its impact on their learning process. Open-ended questions were also included to obtain more in-depth insights into students' experiences and challenges with the tools.

The intervention involved the integration of GenAI tools, under the current context at XJTLU specifically XIPU AI, into my EAP seminars to facilitate students' independent learning. This integration was strategically planned and implemented to align with the module's learning outcomes and the students' learning needs. The following steps were taken to integrate the intervention, with a detailed timeline for the Academic Year 2023-2024:

 

Step 1: Introduction of GenAI Tools (November 2023)
In the middle of the first semester and with the official launch of XIPU AI, an informal orientation session was conducted to introduce students to XIPU AI and its features. This session included a demonstration of how to use XIPU AI for their independent learning activities.

 

Step 2: Incorporation into Curriculum (December 2023 - April 2024)
Specific tasks and activities requiring the use of XIPU AI were integrated into the regular seminar. For example, students were recommended to use XIPU AI for summarising the reading or listening texts and identifying the issues mentioned in the texts. Monthly checkpoints were established to review students' independent learning progress and provide additional support as needed. 

 

Step 3: Ongoing Support and Evaluation (May 2024)
Ongoing support was provided through office hours, Continuous Support (CS), and one-on-one sessions to help students troubleshoot any issues and maximize the benefits of XIPU AI. Informal discussion with students and feedback was used to make necessary adjustments to the intervention. At the end of May 2024, a comprehensive evaluation was conducted to assess the overall impact of XIPU AI on students' independent learning. This included analysing the data collected from questionnaires, classroom observations, and personal reflections to draw meaningful conclusions.

 

By integrating XIPU AI into the teaching and learning process, the intervention aimed to enhance students' independent learning skills, promote self-directed learning, and address the challenges they faced. 

 

The analysis of the research data contributes to several key findings regarding the use of XIPU AI in facilitating independent learning among students at XJTLU. These findings are based on data collected from questionnaires and observational notes.

 

Qualitative data highlights several key benefits of GenAI tools as perceived by the students. These include:

 

Search and Information Retrieval: Students appreciated the ability of GenAI tools to provide quick and accurate information, which supported their research and independent learning tasks effectively.

 

Language Improvement: The tools were highly valued for enhancing students' vocabulary and grammar skills, which are crucial for academic success.

 

Comprehensive Support: Students found that GenAI tools offered extensive assistance, from answering specific questions to providing explanations and examples during independent learning tasks.

 

 

Despite these benefits, students encountered several challenges with the use of GenAI tools:

 

Understanding and Accuracy Issues: Some students struggled with the clarity and precision of the information provided by GenAI tools, which affected their learning experience.

 

Data Privacy Concerns: Data privacy emerged as a significant barrier for some students. They expressed concerns about the real-name registration system and the storage of chat records, as noted in a statement from the XIPU AI homepage: “This platform has implemented a real-name registration system. Please note that all chat records on this platform will be recorded and properly stored by the backend system.”

 

Accessibility Issues: Access to GenAI tools was another challenge for some students, affecting their ability to utilize the technology effectively.

 

Students provided several suggestions to improve the effectiveness of GenAI tools:

 

Better Integration and Customization: Students recommended aligning these tools with their existing learning platforms, such as Learning Mall Core at XJTLU, and personalizing them to meet individual needs.

 

Enhanced Quality and Intelligence: Improving the tools' ability to provide more accurate and contextually relevant information was suggested.

 

Additional Guidance and Support: Students expressed a need for more tutorials and instructional resources to help them use the tools more effectively.

 

Research Question 1: How do GenAI tools facilitate students' independent learning in a transnational higher education context? The data indicates that GenAI tools play a significant role in facilitating independent learning by providing valuable resources for language improvement and comprehensive support. The regular use of these tools by a majority of students and their positive perception of their helpfulness highlight their potential to enhance autonomous learning in a transnational context at XJTLU.

 

Research Question 2: What are the challenges and barriers faced by students when using GenAI tools for independent language learning? The primary challenges faced by students include issues related to understanding and accuracy, privacy and accessibility, and learning to use the tools. These barriers highlight the need for improvements in the tools' design and functionality, as well as better support and guidance for students to maximize their effectiveness.

 

While the benefits of GenAI tools, such as information retrieval, language improvement, and comprehensive support, are common across various educational settings, the transnational context of XJTLU presents unique challenges and opportunities that significantly impact how these tools are received and utilized by students.

 

At XJTLU, students come from diverse educational backgrounds, predominantly influenced by Chinese educational systems, but they are enrolled in a Western-style institution with an English-Medium Instruction (EMI) curriculum. This dual cultural influence creates specific learning challenges. For example, many students are accustomed to teacher-centered learning environments, which contrasts with the student-centered, independent learning approach encouraged by XJTLU education models. XIPU AI, by supporting autonomous learning, plays a critical role in helping students bridge this gap by offering tools that align more with XJTLU pedagogical principles. The AI helps students move toward a more self-directed learning approach, giving them access to resources and learning strategies that they might not have been exposed to in their previous education.

 

In addition to cultural factors, transnational students often face varying expectations in academic writing, critical thinking, and research skills. These areas are often approached differently in local education systems versus international academic institutions. XIPU AI provides a bridge by offering targeted support in navigating these expectations, helping students develop critical academic skills, such as constructing arguments, organizing research, and presenting ideas in a way that aligns with international academic standards.

 

Language plays a crucial role in transnational education, particularly in EMI contexts where English may be a second language for many students. While GenAI tools offer language support in general, XIPU AI is particularly valuable in helping students navigate the specific academic language demands of their courses. This is especially important in transnational settings where linguistic demands are higher, and students must not only master the language but also the academic conventions of their disciplines. The tool assists with understanding discipline-specific terminology and offers contextually relevant language support that is critical for students balancing multiple cultural and academic identities.

 

The transnational context also presents unique challenges regarding the accessibility and adaptation of technological tools. For example, concerns over data privacy and real-name registration on platforms like XIPU AI are particularly sensitive in the local context. Some students expressed hesitation in using the AI tool due to fears about data privacy, a concern that might be less pronounced in other educational environments. Understanding and addressing these concerns is key to ensuring the successful adoption of GenAI tools in a transnational context. Additionally, integrating these tools with local learning platforms, such as the Learning Mall Core, ensures that the technology is adapted to meet both global academic standards and local technological infrastructures.

 

This research investigated the integration of XIPU AI in facilitating independent learning among students at XJTLU, within the context of transnational higher education. The findings indicate that XIPU AI enhance students' motivation and engagement, offering personalized learning experiences and comprehensive support for language improvement. However, challenges such as data privacy concerns, accessibility issues, and the need for better guidance highlight areas for further development.

The frequent use of GenAI tools by students, with 69% using them daily or weekly, underscores the growing reliance on these technologies for independent learning. This aligns with the literature suggesting that GenAI tools can significantly enhance personalized learning experiences (Alier et al., 2024). The positive reception of GenAI tools' helpfulness for language skills and vocabulary learning further supports the potential of these technologies to address diverse learning needs effectively.

69% of respondents commented that GenAI tools moderately contribute to independent language learning. This perception suggests that while these tools are helpful, their integration and utilization can be improved. Educators at XJTLU could potentially explore strategies to more effectively integrate GenAI tools into the curriculum while ensuring these tools enhance traditional teaching methods. This may involve creating more tailored instructional materials and offering training for both students and teachers on how to maximize the potential of GenAI tools. These findings echo the concerns raised in the literature about the ethical use and potential limitations of GenAI tools in education (Barrett & Pack, 2023). To mitigate these challenges, it is crucial to establish clear guidelines and provide comprehensive support for students. A university-level policy on using GenAI tools is also encouraged to ensure that educators and students are guided through the whole process. 

The positive impact of GenAI tools on student motivation and engagement is evident from the analysis. The literature supports the idea that technology-facilitated independent learning can enhance motivation and engagement (Wilbraham et al., 2024). By utilizing GenAI tools, educators can create more interactive and engaging learning environments tailored to individual student needs. This approach not only improves learning outcomes but also promotes a culture of autonomy and self-directed learning among students.

Integrating GenAI tools into the teaching practices at XJTLU requires a strategic approach that aligns with the university's transnational education context. The findings suggest that while GenAI tools offer significant benefits, their effective use depends on thoughtful implementation and ongoing support (Alier et al., 2024; Barrett & Pack, 2023). Educators should consider the specific needs and challenges of students in a transnational setting and adapt their teaching methods to incorporate these tools seamlessly (Mok & Sawn Khai, 2024; Vajjhala & Strang, 2022).

 

Incorporating GenAI tools into the curriculum should be accompanied by continuous professional development for teachers. This ensures they are well-equipped to guide students in using these technologies effectively (Barrett & Pack, 2023). Additionally, fostering a collaborative learning environment where students can share their experiences and strategies for using GenAI tools can enhance their independent learning journey (Hockings et al., 2018; Vosniadou, 2020).

 

Future research could focus on exploring the long-term impact of GenAI tools on students' independent learning and academic performance. Additionally, investigating the effectiveness of different implementation strategies and support mechanisms can provide deeper insights into optimizing the use of GenAI tools in education settings. By addressing these areas, educators can better understand the potential of GenAI technologies to transform teaching and learning in transnational higher education contexts.

 

In conclusion, while XIPU AI hold significant potential for enhancing independent learning and improving educational outcomes, their effective implementation requires thoughtful planning, ongoing support, and continuous evaluation. Addressing the identified challenges and leveraging the strengths of these tools can lead to a more engaging and effective learning experience for students at XJTLU and beyond.

 

 

 

 

 

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