Day 1

6/26/2025

14:30 - 16:00

Committee 5 D308 : AI in Curriculum Design & Material Development

Day 2

6/27/2025

13:00 - 14:00

Session A D305 : To AI or Not to AI? Evaluating AI’s Role in the Language Classroom

As AI becomes more embedded in education, language teachers are being asked to make quick, high-stakes decisions about which tools to use and how to use them. Without clear pedagogical guidance, AI tools can end up being either avoided altogether or used in ways that aren't always grounded in actual learning goals. Sometimes they're brought in just to increase engagement or efficiency, without much thought about what impact they really have on student learning.

This interactive workshop invites participants to take a step back and think critically about which classroom tasks actually benefit from AI and which might be better handled using more traditional methods. Rather than focusing on tools for their own sake, the session centers on learning goals, classroom context, and the human side of teaching and learning. It also explores questions about when AI supports equitable, transparent, and inclusive learning experiences, and when it might unintentionally work against those aims.

The session begins with a brief overview of some of the most commonly used AI-powered tools in language education today, looking at both their potential and their limitations. From there, participants will take part in hands-on activities where they’ll collaborate to analyze classroom tasks through an AI lens and reflect on the broader implications.

Learning Objectives:

By the end of the session, participants will be able to:

-Identify the pedagogical purpose behind different language classroom tasks

-Evaluate whether AI helps or hinders these specific learning goals

-Reflect on the ethical, practical, and emotional dimensions of using AI in the classroom

-Make more informed decisions about the role of AI in different task types

Expected Outcomes:

Participants will leave with greater clarity in making informed, pedagogically grounded decisions about AI use in their classrooms. They will be better equipped to engage with AI critically and contribute to more ethical, transparent, and thoughtful integration of technology in higher education.