Keynote Speakers

Dr. Ethel Ong envisions enhancing man-machine interactions through Artificial Intelligence (AI) and Natural Language Processing (NLP) for the betterment of human society. Hailing from DLSU’s Center for Language Technologies, she develops automated story generation systems and narrative-based conversational interfaces, believing that computers can better communicate with and understand the needs of their human users by listening to and sharing stories. Her work has encompassed using conversational storytelling agents or chatbots for mental health awareness, cybersafety, socio-emotional development, and learning. She has received grants from DOST-PCIEERD for her research “Enhancing Man-Machine Interaction through Intelligent Conversational Agents” to develop storytelling chatbots that can co-construct stories with children, and UNICEF Philippines to conduct “A National Study on Online Sexual Abuse and Exploitation of Children in the Philippines”. Currently the Dean of the College of Computer Studies and previously the Director for the Senior High School Engagement Program at De La Salle University - Manila, she regularly conducts capacity training for students, educators and researchers on topics that include designing the research curriculum, research ethics, publishing papers, and computational storytelling. 

Title

Computational Storytelling: Towards Human-AI Collaborative Learning

Abstract

Conversational agents or chatbots serving as software tutors and learning companions have been the topic of research in intelligent tutoring systems for decades. With the availability of large language models, we see a future where these conversational agents leverage natural conversations in the delivery of adaptive tutorial dialogues that may facilitate learner interest and motivation. In this talk, I will present my work in utilizing AI techniques, specifically natural language processing, to enable computers to understand and generate human-like stories. I will describe the approaches we employed to achieve varying forms of child - AI collaboration in the story construction process that encourage peer learning, social interaction, and collaborative behavior. I will also highlight key findings and insights gleaned from our experiments leading towards understanding how the potential of collaborative learning companions in developing children’s narrative skills can be maximized.

Dr. Yoshiko Goda is an Associate Professor at the Research and Education Institute for Semiconductors and Informatics, Kumamoto University, Japan. She enriched her academic profile as a Visiting Scholar at the University of Michigan, USA, from 2021 to 2022 and previously served as the Director of the International Board of Standards for Training, Performance, and Instruction (ibstpi) between 2015 and 2019. Dr. Goda earned her Ph.D. in Science Education from the Florida Institute of Technology in 2004, supported in part by a Fulbright Scholarship.

Her teaching experience spans across Taiwan, the United States, and Japan, reflecting her global educational perspective. Dr. Goda has played significant roles in academic societies, including as General Co-Chair of IEEE TALE 2020 and SIG Chair of Technology Enhanced Language Learning (TELL) at the Asia-Pacific Society for Computers in Education (APSCE). Her research focuses on TELL, lifelong learning, self-regulated e-learning, and innovative approaches to global education.

Title

Harmonizing Individual and Group Learning: The Transformative Potential of AI Chatbots in Language Education

Abstract

This keynote presentation proposes exploring the application of AI chatbots in language learning as a means to potentially bridge the gap between self-regulated learning (SRL) and collaborative learning. It suggests that AI chatbots could serve as adaptive study mates in self-learning contexts, providing personalized support and feedback that may enhance learner autonomy and engagement. Similarly, in collaborative learning scenarios, these chatbots might act as facilitators within a Community of Inquiry (CoI), possibly stimulating meaningful discussion and supporting group dynamics. This exploratory approach reflects ongoing research into how AI can be tailored to support both individual and collective aspects of language education. The presentation aims to spark discussion on the theoretical underpinnings and practical implications of integrating AI into language learning processes, inviting attendees to consider how AI chatbots could offer a nuanced approach to personalizing education and fostering collaborative environments.

Jeong-Bae Son, PhD, is Professor of Applied Linguistics and TESOL in the School of Education at the University of Southern Queensland (UniSQ), Australia. He teaches undergraduate and postgraduate courses and supervises higher degree research students at UniSQ. His areas of specialisation are computer-assisted language learning (CALL) and language teacher education. His research interests include technology-enhanced language teaching (TELT), computer-mediated communication (CMC), mobile-assisted language learning (MALL), AI-powered language teaching, digital literacy, academic English writing, and language teacher development. He has published extensively in the field of CALL and conducted seminars and workshops around the world. He serves as the President of the Asia-Pacific Association for Computer-Assisted Language Learning (APACALL) and Editor of the APACALL Book Series. He is the author of Teacher Development in Technology-Enhanced Language Teaching (Palgrave Macmillan, 2018). Details of his research can be found on his website.

Title

Digital literacy in language teaching: Challenges and strategies

Abstract

Digital literacy is the ability to use digital technologies at an adequate level for information search, information evaluation, creation, communication, collaboration, and online safety in a digital society (Son, 2015). Digital language teaching is the application of digital pedagogies and digital technologies to the teaching of languages (Son, 2020). It entails the use of digital devices, tools, and resources that support language learning and teaching. For the success of digital language teaching, language teachers need to have competent digital literacy skills, use digital teaching strategies, and integrate digital technologies effectively into language teaching. This keynote speech will outline five key elements of digital literacy, which contribute to discussions on the roles of digital literacy in language teaching. It will also explore challenges with digital literacy and strategies for digital language teaching. Language teachers are invited to respond to the questions of how they can become creative, communicative, collaborative, reflective, and dynamic professionals in digital environments and how they can develop their digital literacy and improve their knowledge and skills for digital language teaching.