{"id":32,"date":"2025-09-13T05:23:19","date_gmt":"2025-09-13T05:23:19","guid":{"rendered":"https:\/\/konstantinaalevizou.eu\/?p=32"},"modified":"2025-09-17T11:11:13","modified_gmt":"2025-09-17T11:11:13","slug":"my-articles","status":"publish","type":"post","link":"https:\/\/konstantinaalevizou.eu\/?p=32","title":{"rendered":"My Articles"},"content":{"rendered":"\n<figure class=\"wp-block-image size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"168\" src=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/articles.jpg\" alt=\"\" class=\"wp-image-33\" style=\"width:650px;height:auto\"\/><\/figure>\n\n\n\n<p>Explore recent academic articles by K. Alevizou on AI in education, inclusive practices, and multilingual teaching innovation.<\/p>\n\n\n\n<p><em>My academic papers target research areas such as\u2026<\/em><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">AI hallucinations<\/h2>\n\n\n\n<p><strong>Abstract:<\/strong> The present article comprises a literature review of the AI-generated hallucinations in educational contexts along with examples of previous research, where AI tools may produce false, misleading or fabricated information. The risks of such errors are explored, their implications for students and educators are demonstrated and finally strategies and pedagogical implications are suggested in order for this phenomenon to be alleviated and eventually annihilated. A key target of this paper is on developing constructive questioning techniques which will promote critical engagement with AI outputs.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/AI-hallucinations.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of AI hallucinations.\"><\/object><a id=\"wp-block-file--media-179525f8-ffb7-493b-b8ca-0ece6a4b8f41\" href=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/AI-hallucinations.pdf\">AI hallucinations<\/a><a href=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/AI-hallucinations.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-179525f8-ffb7-493b-b8ca-0ece6a4b8f41\">Download<\/a><\/div>\n\n\n\n<h2 class=\"wp-block-heading\">Fostering Multilingual Proficiency<br>Trilingualism in Greek Primary Schools<\/h2>\n\n\n\n<p><strong>Abstract:<\/strong> This conceptual paper investigates the implementation of trilingual education in Greek primary schools, with a particular focus on students who have learning disabilities. This article examines how trilingual curricula\u2014encompassing Greek, English, and an additional foreign language\u2014can be designed to support diverse learning needs. Results indicate that well-structured trilingual programs, bolstered by differentiated instructional strategies and assistive technologies, can enhance language acquisition and academic self-esteem among learners with learning disabilities. Additionally, collaborative planning between mainstream and special education teachers emerged as a vital component in addressing individual student challenges. These issues highlight the need for sustained teacher training, resource allocation, and inclusive policy frameworks that promote equal access to language learning opportunities. Ultimately, this paper underscores the transformative potential of trilingual education in fostering both linguistic proficiency and social inclusion for all students in Greek primary schools.<\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/Fostering-Multilingual-Proficiency-Trilingualism-in-Greek-Primary-Schools.-The-case-of-children-with-learning-disabilities.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of Fostering Multilingual Proficiency Trilingualism in Greek Primary Schools. The case of children with learning disabilities..\"><\/object><a id=\"wp-block-file--media-f29249b2-78ea-4fd1-8ee8-df4a5e36a07c\" href=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/Fostering-Multilingual-Proficiency-Trilingualism-in-Greek-Primary-Schools.-The-case-of-children-with-learning-disabilities.pdf\">Fostering Multilingual Proficiency Trilingualism in Greek Primary Schools. The case of children with learning disabilities.<\/a><a href=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/Fostering-Multilingual-Proficiency-Trilingualism-in-Greek-Primary-Schools.-The-case-of-children-with-learning-disabilities.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-f29249b2-78ea-4fd1-8ee8-df4a5e36a07c\">Download<\/a><\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\">YouTube in Kindergarten teaching<\/h2>\n\n\n\n<p><strong>Abstract:<\/strong> Using videos in teaching is a novel teaching technique which has been widely applied by educators all over the world. YouTube consists a teaching tool which has been in our lives almost a decade. Evidently, it has penetrated almost every domain of both personal and professional aspects of human nature. This paper explores the use of the YouTube platform as a tool in kindergarten English as a Foreign Language (EFL) teaching. Secondly, the effects of visuals and video technology on pre-school students are going to be discussed. Additionally, this analysis reflects on possible drawbacks and limitations that the use of YouTube effectuates in the EFL classroom and whether the students are positively or negatively motivated towards the foreign language. Finally, pedagogical implications and suggestions will be recommended for effective teaching implementation of the aforementioned platform based on the writer\u2019s personal experience.<\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/YouTube-in-Kindergarten-teaching2.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of YouTube in Kindergarten teaching(2).\"><\/object><a id=\"wp-block-file--media-21cc8db4-0c4e-43fa-abe4-7b383ad6e774\" href=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/YouTube-in-Kindergarten-teaching2.pdf\">YouTube in Kindergarten teaching(2)<\/a><a href=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/YouTube-in-Kindergarten-teaching2.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-21cc8db4-0c4e-43fa-abe4-7b383ad6e774\">Download<\/a><\/div>\n\n\n\n<p><\/p>\n\n\n\n<p><strong>Teaching English Grammar Through Automated Essay Scoring Systems<\/strong><\/p>\n\n\n\n<p>The article explores the challenges of teaching English grammar and compares deductive (rule-based, teacher-centered) and inductive (example-based, student-centered) approaches. It highlights the growing role of <strong>Automated Essay Scoring (AES) systems<\/strong>, powered by AI, NLP, and machine learning, in grammar instruction. Tools like Grammarly and Criterion provide immediate feedback, support personalized learning, and reduce teacher workload. AES promotes formative assessment, error analysis, and flipped classroom practices while boosting student engagement. However, limitations include misidentifying errors, lack of explanations, and risks of over-reliance. The article concludes that AES should supplement\u2014not replace\u2014teacher feedback for effective grammar learning.<\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/Teaching-English-Grammar-Through-Automated-Essay-Scoring-Systems.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of Teaching English Grammar Through Automated Essay Scoring Systems.\"><\/object><a id=\"wp-block-file--media-36945fec-1a69-4c55-9fba-08447fa245bc\" href=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/Teaching-English-Grammar-Through-Automated-Essay-Scoring-Systems.pdf\">Teaching English Grammar Through Automated Essay Scoring Systems<\/a><a href=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/Teaching-English-Grammar-Through-Automated-Essay-Scoring-Systems.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-36945fec-1a69-4c55-9fba-08447fa245bc\">Download<\/a><\/div>\n\n\n\n<p><\/p>\n\n\n\n<p><em>Building Effective Study Habits in Students Through AI Tools: The Case of AI Tool Habitica<\/em><\/p>\n\n\n\n<p>The article examines how AI can support the development of effective study habits, focusing on the gamified productivity app <strong>Habitica<\/strong>. Effective study habits are essential for academic success, and AI can enhance them by fostering motivation, accountability, and consistency. Habitica turns real-life tasks into a role-playing game, rewarding students for completing daily goals, building positive habits, and tracking progress. Its social features promote collaboration, accountability, and community support. While the app can boost motivation and engagement, limitations include potential overreliance on AI, reduced creativity, and risks of passive learning. The article concludes that AI should complement\u2014not replace\u2014teacher guidance.<\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/Building-Effective-Study-Habits-in-Students-Through-AI-Tools.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of Building Effective Study Habits in Students Through AI Tools.\"><\/object><a id=\"wp-block-file--media-6db7ee53-1581-46ad-9d47-d01edba16355\" href=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/Building-Effective-Study-Habits-in-Students-Through-AI-Tools.pdf\">Building Effective Study Habits in Students Through AI Tools<\/a><a href=\"https:\/\/konstantinaalevizou.eu\/wp-content\/uploads\/2025\/09\/Building-Effective-Study-Habits-in-Students-Through-AI-Tools.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-6db7ee53-1581-46ad-9d47-d01edba16355\">Download<\/a><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Explore recent academic articles by K. Alevizou on AI in education, inclusive practices, and multilingual teaching innovation. My academic papers target research areas such as\u2026 AI hallucinations Abstract: The present article comprises a literature review of the AI-generated hallucinations in educational contexts along with examples of previous research, where AI tools may produce false, misleading &hellip; <a href=\"https:\/\/konstantinaalevizou.eu\/?p=32\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;My Articles&#8221;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-32","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/konstantinaalevizou.eu\/index.php?rest_route=\/wp\/v2\/posts\/32","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/konstantinaalevizou.eu\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/konstantinaalevizou.eu\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/konstantinaalevizou.eu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/konstantinaalevizou.eu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=32"}],"version-history":[{"count":6,"href":"https:\/\/konstantinaalevizou.eu\/index.php?rest_route=\/wp\/v2\/posts\/32\/revisions"}],"predecessor-version":[{"id":67,"href":"https:\/\/konstantinaalevizou.eu\/index.php?rest_route=\/wp\/v2\/posts\/32\/revisions\/67"}],"wp:attachment":[{"href":"https:\/\/konstantinaalevizou.eu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=32"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/konstantinaalevizou.eu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=32"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/konstantinaalevizou.eu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=32"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}