How Popular Culture Affects Learning Foreign Language via AI, A Posthuman Perspective
1.0 INTRODUCTION
The future of society is at a constant and unpredictable transformation due to the effects of technology on human beings and social change. The changes in society, industrial aesthetics, and technology are closely entwined with the prevalent popular culture. Since the advent of capitalism in society, human beings have defined and identified themselves by consumption behavior which compromises the perceived uniqueness and individuality in references to technological artifacts such as computers, smartphones, and iPads that are mass-produced. In their original conception, these technologies provide human beings with easier and quicker methods of communicating and performing complex tasks. There have been consequent economic, social, and cultural significant changes in the society such as the innovation of computing technology and Artificial Intelligence that is built around technological inspiration rather than human needs. This has seen the support and development to maintain and advance these technologies through machine learning, Big Data, artificial reasoning, machine translation, language bots, language parsers, and language bots. These developments have been instrumental in the smart educational solutions that will provide advanced capabilities in learning a foreign language.
Throughout history, technology has consequently been framed through the apparent relationship with popular culture. The use of technological artificial intelligent solutions and related technological artifacts in the modern era is influenced by culture. The use of AI technology in the modern era has become a popular symbol of simplicity, autonomy, and humanization of technology through reasoning capabilities. The science behind artificial intelligence has become a fundamental driver of artificial intelligence and assimilation of logic reasoning into machines. Spearheaded by researchers such as Alan Turing, the futuristic inspiration on computing machine intelligence has since become popular culture. The post-humanistic perspective is evident in modern science fiction and conceptualization of the future in movies and books where astronauts are shown having conversations with intelligent computers and self-aware robots(Abrams 254). The fantasy and futuristic approach to the modern life where human-like technology is increasingly significant in society.
This critical analytical study investigates how popular culture affects learning a foreign language using artificial intelligence. The paper makes use of qualitative sources of information drawn from different scholars that explore the development of AI in society as popular culture in the post-humanistic approach and the increasing use in learning foreign languages.
2.0 FOREIGN LANGUAGE LEARNING AND TECHNOLOGY
2.1 LEARNING FOREIGN LANGUAGE
Learning a foreign language is a challenging task and a major concern in education systems across the world. The process requires complex mastery of various forms of knowledge and skills that a notoriously challenging to nurture (Swan 118). The process is controversially debated by scholars. It is however predominantly acknowledged as a cognitive process with some scholars asserting it to be a social enterprise that involves interactions in social settings and purposes (Lengeling et al. 7). There lacks a common consensus among scholars on the general approach to foreign language acquisition. There exists a gap between what teacher’s theory-in-action and the espoused theory that includes their view of the world and the values through which their behavior is based on (Shakouri and Shokouhi 73). Educators, therefore, have challenges due to the gap between their espoused theory and theory-in-use. Teachers only left with reading and writing exercises as the fundamental teaching approach which has been proven inadequate in measuring the foreign language learning process. These tools are sometimes ineffective due to differences in the level of students and complexities in the material due to the weaknesses in the assessment. What is normally assessed in the foreign language learning process might not be important while the aspects that are not measured might be actually very important.
According to Shakouri and Shokouhi (74), foreign language acquisition is less practical and more theoretical. In the interview with Hernanez, Lengeling, and Carvajal (6), Rod Ellis highlights that most of the issues handled in the modern and recent foreign language acquisition curriculum are not relevant in teaching language. This is also reiterated by Burns and Culp (2), where he asserts that educators have embarked on using an exhaustive rhetorical model in teaching. In this approach, rhetorical art has been a supplementary method embraced by teachers to stimulate invention among students in foreign language learning processes. Teachers face challenges in coming up with interesting, quality, factual, and suitable information in discovery, gathering, and writing of ideas that are useful in the contemporary teaching process. The differences between espoused theory and in-action-theory make it difficult for the teacher to make sense of the environment as well as the events around due to their beliefs.
Teachers face challenges in meeting the demands of students due to the rigidity of leveled textbooks and other materials prescribed in the curriculum. The use of artificial intelligence to mimic human behavior has been instrumental in the breakthrough in learning languages. A key challenge in the use of leveled literature is readability formulas and approaches to correct errors during foreign language acquisition processes. These formulas are prepared for teachers to customize texts to be used by students as well as correcting errors made by students taking a foreign language class. The controversy over the approaches to address these challenges has been present with one faction made up of cognitive theorists arguing that for the attention to a feature of a language and paying attention to errors (Schmidt 214; Doughty 87). Nativists on the other hand have argued against the attention to errors as they are helpful and learning a foreign language can take place without error correction. Evidence has however proven that attention to the features of a language and addressing errors systematically conducive in the process of learning a foreign language.
2.2 TECHNOLOGY AND LEARNING FOREIGN LANGUAGE
The use of technological approaches in the learning of foreign languages has been under development for the past four decades since the publication of “Stimulating Invention in English Composition Through Computer-Assisted Instruction” by Hugh Burns in 1979. The dissertation is recognized for the initial interest and study on teaching invention by developing instructional computing technology. The study involved the impact of using CALL in the teaching of English to non-speakers. The term “CALL” has been since accepted as an established presence in publications on technology on learning foreign language discourses. In the study, Burns The technology has been applied in the promotion of learning, assessing, and collecting data used in various investigations of the learning process. In the study, Burns used a computer-assisted instructional technology that offers unique learning settings to individuals for learning English. The system was designed with programmed instructions which are aimed at encouraging improvement of ideas on the target language. The results of the study showed a significant difference in the learning process with the use of CALL found to provide a Personalized Learning Environment that is learner-based.
2.2 ARTIFICIAL INTELLIGENCE
According to Tuomi (5), every action by a human being is based on the anticipation of the future. Though we cannot effectively predict the future, current knowledge, and past experiences can be used in the imagination realization of the future. In creating the future, comprehension of the future and the past is crucial in the appreciation of future possibilities and opportunities. Just like the early development of the telegraph and the subsequent revolution in communication, artificial intelligence offers advanced solutions through the use of computing technology to aid in static processes. The concept of artificial intelligence has been adopted across multiple fields to solve problems using machine learning, neural networks, and deep learning. In order to conceive and appreciate these opportunities, it is important to develop a solid understanding of the current capabilities of artificial intelligence and the future.
From internet search engines, self-driving cars to virtual intelligent personal assistants such as Apple’s SIRI, Artificial Intelligence is a concept that involves the simulation of inherent human qualities using computing technology that can understand language and solve problems. A fundamental feature of the AI system is the ability to perform functions associated with intelligent beings.
3.0 POPULAR CULTURE AND FOREIGN LANGUAGE LEARNING
3.1 WHAT IS POPULAR CULTURE
“Let’s have coffee.” This phrase is used across the world by a wide range of people ranging from young, teen, aged, employed, employed, teachers, students in a various social contexts. It is common to find pope having coffee in interviews, dates, and therapy sessions and during breaks from work. Having coffee is part of the modern era culture and goes beyond the essential and literal activity of supping down a warm caffeinated drink. It is by itself a common practice and a popular culture that is more than drinking coffee alone. Understanding what fits the description of popular culture and what doesn’t in the modern contemporary life is important in the investigations in this study. Understanding the concept of popular culture is significant in the deductions of how it affects society.
According to Fiske (73), culture produces meaning, and the social identity of society from the social experiences of the people. The process of making culture is always dynamic and has no absolute climax as humanity constantly and successively redistribute social powers and inherent systems of meaning and pleasure. The concept of popular culture was compounded by John Fiske, a philosophical scholar in the “Understanding Popular Culture’ where he posits a theory on the “jeaning” of America which he observed across the country. In one of his observations as a university professor, he noticed that 118 of his students were wearing jeans out of the 125 in is class. The other remains seven owned jeans clothing but happen not to be wearing them on the instance. In this concept, popular culture is composed of consumable commodities that are produced by a capitalistic society by for-profit manufacturing firms (Fiske 23). Nevertheless, Fiske, asserts that popular culture is technically more than a consumable product. It includes the culture involved in the process of creating the meaning of self and pleasure in a social system. Popular culture transforms mere consumable products into cultural resources though which the society draws the meaning of social identities and social relations.
On popular culture and technology, John Fiske was skeptical and of the view that technological might in the future be used to create totalitarian regimes that enclaved people into cultural and geographical prisons. These views were however skeptical as seen in his book “Media Matters:Everyday Culture and Political Change” where he anticipated photocopiers would make it challenging to implement copyright laws despite the socially acceptable and rampant reproduction of music and television programs during his career (Fiske 134). These sentiments were inspired by popular culture in the period and seemed to have negligible regard to technology. His views were widely criticized as there was a clear and sharp contrast between the interests and preferences held by ordinary people. The disinterest in technology as a non-human agent and overemphasis of subjective humanism contrasted the popular culture during his era.
3.2 POPULAR CULTURE IN LEARNING FOREIGN LANGUAGE
In today’s world, popular culture pervades every aspect of human life and affects how people understand, react to the world, what they believe, what they practice, and make for themselves (Szeman and O’Brien 18). The use of popular culture in teaching English to non-speakers is not a completely alien concept. Research on the use of popular culture began in the late 20th century and has been used in positive roles in teaching English as a foreign language. According to Liu and Lin (87), the use of popular cultural resources has been effective in foreign classes to teach learners to expand their vocabulary and proficiency incomprehension. The use of popular culture including technologies has been essential in improving the learning process of Hong Kong students in learning English.
Technology has been evidently embedded into everyday life with a huge impact across social, cultural, and educational spheres. The use of technology has become popular and almost inevitable in almost every sphere of modern life. The demand, consumption, and development of technology has evolved into a subculture with popular culture among consumers having a great impact on society. According to Fink (12), success, demand, and motivation for certain technology have been influenced by popular culture in the 21st Century. The relationship between technology and popular culture is fairly symbiotic.
According to Cohen (275), there exist superficial links between popular culture and technology with technology argued to be deeply enmeshed in the social, economic, and cultural spheres of society. Sociologists have also argued on society and technology with the latter being shaped by the former. When conceptualized as an object, a process, or a form of knowledge, technology is influenced by the needs of society. It can therefore not exist on itself in a neutral or natural state. Progressively, the meaning of technology is tied to the society in which its use is most popular and cannot be separated from the cultural meaning-making.
The diffusion of popular culture into the use of artificial intelligence in education and particularly in the learning of a foreign language is inevitable due to the increasing need for automation across major social and economic processes. The process of foreign language acquisition is an underestimated and intricate activity in the life of an individual. Learning a foreign language in addition to the first one is analyzed using the Communicative Language Teaching theory by Shakouri and Shokouhi (221) who identified competency in using a language as the knowledge and ability to communicate in a target language. The process of learning a foreign language requires learners to acquire the ability to use the language in a meaningful manner Genesee (78).
3.3 POPULAR CULTURE AND LERNING FOREIGN LANGUAGE IN THE MODERN ERA
4.0 POST-HUMANIST PERSPECTIVE
Most classical and modern philosophies have crafted a model of philosophy based on the classic division of the self, body, and mind, organic and technological, nature, and society. These including rationalism, stoicism, Marxism, and relativism revolve around humanism and centered human beings on technological, ecological, and evolutionary coordinates. These philosophies were critiqued on various fronts one of them being the position of human beings as an intelligent animal. Posthumanism, a broad field of thought arose around the mid-1960s as a contemporary discourse among philosophers and centered on what is really means to be human and the concept of “man” has changed over time (Danesi 394).
Posthumanism provides human beings with questions on the concepts of human beings over time as well as why human beings make sense of themselves and the separation from other species. The intricate thoughts about existence are dissected from both interior and exterior worlds. Among the dynamics of Posthumanism is the role of language and cognition in the understanding of the universe. According to Wolfe (212), Posthumanism addresses all forms of existence as whole units and does not perceive any epistemological, spatial, or ontological separations that set boundaries between a human being with other non-human forms of existence. In Pennycook (2), the lack of distinct divisions between societies, nature, human and non-human places an important concern over language and cognition as human fields that are central to linguistics. These attributes are properties that characterized humanity as they are distributed across artifacts, places, and people.
On Poshumanism, technology is utilized as a non-humanistic and objective an anthropological premise. As highlighted by Colombetti (364), Posthumanism explores technology as a non-subjective approach to transcendence and growth of humanity. Rather than assessing technology as the utility of technology to human beings for usage, Poshumanism addresses it as an autonomous tool with the potential of acquiring complete ubiquity and surpassing human control. Following this line of thought, artificial intelligence might be an adoption of rational instrumentation but might eventually develop and end up imposing ubiquitous computational logic on human beings. The posthuman approach to technology is therefore aligned towards non-human identification and conceptualization of technology.
According to Kirkpatrick (132), individuals who are not technical savvy encounter technological objects after they have been codified and set out experience to the technology. This is how individuals understand the technology and respond appropriately. The demand and response toe technology is therefore influenced by social codes and culture that affect both individual orientation and society as a whole. In a nutshell, technology and popular culture intersect with each other with each being created and shaped by society. Another important factor in the relationship between technology and popular culture is capitalism. As highlighted by Bauman (120), human beings have increasingly aligned themselves along with consumption which subsequently generated perceived uniqueness and individuality. The consumption of innovative technologies is therefore closely intersects with the popular culture among the majority. As in the exampled used by Matthewman (338), the popularity of automobiles was rapid due to the conception of technology as not only a faster means of transport but also a significant symbol of industrialization and modernization. As noted by Urry (26), the popular culture during the 20th-century car system was influenced by the notion of good life and self-expansion. Owning a car became a popular culture during this era and associated with leisure and pleasure. The car became a single dominant consumable that also influenced the human diet and the music people listened to. Apart from being an artifact of popular culture, it also developed a deep culture in society with a depiction of status (Fiske 115). Technology, therefore, is closely symbiotic with popular culture in society with technological artifacts being of significant importance in the framing of society.
The use of AI in interpreting natural languages and a futuristic concept of interaction between advanced biotechnological machines capable of understanding human language. As popular culture futurology holds a fundamental conceptualization of post-human and towards a post Anthropocene period where human dominance will come below other forms of existence. According to Abrams (248), nanotechnology, genetic engineering, and natural language processing capabilities will dominate the post-human era. According to Moore’s Law, computers, robots, and other advanced intelligent systems will outrun human intelligence and be self-reproductive (Cornips 120). The human species might in the future require a new approach of categorizing and defining themselves.
The autonomy, social, deliberate, communicative, and emotive nature of human beings is the most definitive feature. Currently, this allows users to be the dominant species and the only law-giver on the face of the earth relative to other species. However, these characteristics are exposed to constant radical changes. The acquisition of the ability to capture, process, and interpret natural human language by another non-human object puts human beings vulnerable to technological transformation. According to Haraway (201); Armand (242), human beings are also changing and acquiring futuristic characteristics like the use of a bioengineered prosthesis, titanium bones, immune reprogrammers, artificial pacemakers, and body implants increases. These features make human beings partial cyborgs with both technological features and biological as well as lacking no certain binary gender. The human species might eventually be required to evaluate the subject matter of social sciences.
DICSUCUSSION
In the teaching of a foreign language, computational linguistic is utilized by using computational syntax principles. This principle is responsible for the processing of natural language and processing language as well as automatically breaking down sentences. An intelligent computer-assisted language learning system is equipped with tutoring systems capable of analyzing sentences. The systems are also equipped with parsers which are purposely used to make errors made by a learner using the system. The parsers often have two rule systems, the learners and that of the teacher, each with different models of the same language. In this fashion, AI is used to break down a sentence into parts of speech and consequently process the input from teachers and learners.
With the aim of remedying errors, the teacher’s model of the language is expected to be the correct one with a standard feature. The learner’s language model on the other hand is expected to be non-conformant. Non-conformity in the learner’s language is technically referred to as errors and are often made up of interlanguage features. The challenges of combining these two models by a parser into one standard model are often intolerant and full of errors. However, a parser can capture both qualities of language models from both the student and the teacher and determine the correct model which will be used to correct errors.
A quasi-experiment conducted by Marina Dodigovic using an Intelligent Tutor device proved that AI can be efficient in remedying and reducing errors by a rate of 83% (Dodigovic 102). Equipped with an artificially intelligent computer program, the device was used in diagnosing and correcting some of the common exhibited by learners taking English foreign language learning programs. The device contained a parser recognized a fair amount of correct language model while at the same time making sense of the errors made by learners. The parser used the bug-rules also known as the mal-rules to analyze grammar using an inherent system of commands and grammatical errors (Heft). The parser is however expected to be of perfect competence and not accept any errors in the learner’s model language.
In the development of a readability formula, an AI is fed with a language model of golf-standard that is large enough for the language training curriculum. The language corpus is then used in an algorithm to analyze the linguistic characteristics of the learner’s language and make predictions of text. The method of correcting errors however varies due to different philosophies on the learning process of a foreign language. According to Handlin (164), learning a foreign language is not a completely implicit process. Taking note of an error during the assessment invites the student to cognitively compare between their language and the target language. Other theories approach the learning process as an explicit process and error correction might not be as effective as expected.
The educational value of popular culture in the learning of a foreign language is highlighted by various scholars. The use of popular culture in the learning of foreign language using artificial intelligence offers a myriad of advantages. The use of cultural content is instrumental in exposing learners to a wide range of current interests in popular culture. Popular culture, therefore, serves as a catalyzing factor and motivation in the learning process. A hybrid system of learning made up of an artificially intelligent system that incorporates non-specialized teaching material. Artificial intelligence has the possibility of including context during teaching as well as shifting attention from a limited unit of discourse to larger ones.
Research studies on traditional education methods of teaching have shown that popular culture resources such as songs can be incorporated into artificially intelligent systems (Scott et al. 145). Social media and information technologies are primary creative and expressive platforms which have been tested by using artificial intelligent chart systems to interact with users. The post humanistic inspiration towards autonomy and ubiquity systems in however primal in this case. The determination is however technological and promises human freedom to human beings as well as creative expressions through the inclusion of virtual aspects. Human beings will be increasingly surrounded by integrated technology with limited post-human identities.
CONCLUSION
Learning a foreign language using AI is hugely dependent on the amount of technology including machine learning, neural network, and reasoning to effectively offer learners a meaningful educational tool. The collection of personal data by the AI system to assess the performance of students raises security and privacy issues. The mining of data by these systems will be affected if security is considered. The sharp compromise is also compounded by the possibility of neural networks that do not capabilities of understanding processed data, forging, and cheating the decision process. Neural networks also have a security bottleneck due to the use of open internal methods of data representation. It is, therefore, challenging to create an AI that can explain data representation and decision processes.
Artificial intelligence is an emerging technology and a concept that is undergoing development with the possibilities of being used in creating new experiences in research in the use of artificial intelligence in major sectors. The anticipation and imagination of the future and the opportunities in artificial intelligence technology compound to the popular culture on futurology which has been also influential in the demand for research on the field. The advancement into complex AI that can learn new languages on their by exploiting Big Data and machine learning places a primary threat to the human species. AI technologies also pose a risk of mass surveillance and collection of private information without consent for machine learning purposes. For this debate, futurology remains to be a fundamental popular culture and a driver of technological research into autonomous systems with advanced capabilities. A future characterized by a tension between the human species and advanced autonomous artificial intelligent systems might be inevitable under the Posthuman perspective.
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