Program

• BR 1: Human-AI Interaction in Knowledge Representation, Reasoning, and Learning by Somayyeh Ariyanfar & Rod Mitchell

We investigate learning through human-ChatGPT interaction using Cultural-Historical Activity Theory, examining how systemic contradictions contribute to learning. Using ChatGPT to discover how to fly a helicopter, we identified contradictions including AI over-reliance, knowledge presentation, and human experiences. We found that contradictions create challenge, shape engagement and influence learning processes. 

• BR 2: Let's describe this setting: Using Google Maps to support reading moments by Victor Carreão

Here, we will share a project, undertaken in a Brazilian bilingual school, which connected reading, writing and speaking by using Google Maps as a resource for describing the settings of different books. This talk may benefit teachers by showing some examples of activities that integrate skills in English language learning. 

• BR 3: ChatGPT as a Critical Friend: Fostering ELT Educators’ Critical AI Literacy by Plamen Kushkiev

This presentation explores the affordances of ChatGPT in developing language educators’ critical AI literacy (CAIL). Based on a narrative inquiry in a Canadian community college, the study highlighted the need for language educators to develop CAIL, adapt AI-mediated approaches, and empower learners as co-creators of knowledge in AI-enhanced multilingual classrooms.

• BR 4: Integration of feedback and human or AI feedback on the assignments: literature review by Samet Aygün

This study focused on the effectiveness of feedback given to students by faculty members and their perceptions of AI-assisted feedback on assignments and writing. Drawing attention to the role of feedback in student-centered learning in higher education, it was determined that there is a connection between the relationships between assessments and feedback on academic writing and AI-assisted integration. This can be explained by the fact that academic discourse is a complex structure intertwined with factors such as interactions with students and the teaching context in which feedback is given. Therefore, this study emphasizes that the effectiveness of feedback is effective for students both verbally and in writing, and sometimes a small grading can have an impact on a student's academic writing or assignment. In conclusion, it is stated that human and AI feedback activities are different in some aspects and should be evaluated differently.

• BR 5: The Future of Human Language: AI’s Impact on Students and Early Professionals by Alejandro Galindo

As AI technologies become increasingly embedded in communication, education, and professional environments, human language use is poised for transformation. This literature review explores how language may evolve in response to AI-mediated writing, translation, and discourse generation, with particular attention to the linguistic adaptations of undergraduate students and early-career professionals.

• BR 1: [FEATURED SPEAKER] Designing for AI Literacy: Co-constructing a Graduate Course on the Implications of GenerativeAI by Dr. Nicole King & Jialin Yan

This presentation shares the ends and outs of designing a graduate-level seminar integrating generative AI (GenAI) into interdisciplinary learning, teaching, and researching for education students. Through ten co-constructed modules, we explored GenAI tools like ChatGPT, DALL·E 2, and Synthesia, creating multimodal projects in storytelling, language learning, and pedagogy. Grounded in multiliteracies theory, UDL, and translanguaging pedagogy, the course framed GenAI as both a tool and creative collaborator, as well as a subject of ethical inquiry. We will share insights into designing inclusive, reflective, and critically engaged learning environments for future educators navigating AI's evolving role in education.

• BR 2: Revolution in Academic Writing: The Impact of AI-Enhanced Feedback by Melike Bektaş

This study reviews the impact of AI-enhanced feedback on academic writing. By analyzing existing literature, it explores how AI tools improve writing skills, streamline feedback processes, and transform traditional methods. The findings provide insights into the role of AI in academic writing and its potential future applications. 

• BR 3: Beyond the ChatGPT acceptance: How language learners’ Artificial intelligence L2 motivational self-system can shape their surface, deep, and organizing approaches to ChatGPT Assisted Language learning? By Amir Reza Rahimi, Ramin Teimouri, & Babak Daneshvar Ghorbani

This study examines how ChatGPT can cover language learners' L2 self-identities, which can also shape their learning approaches to ChatGPT-assisted language learning. As a result of integrating ChatGPT into the curriculum, researchers have found that it significantly enhances students' deep and organizing approaches to it. Thus, teachers should not see ChatGPT as a competitor; rather, it can be used as a co-teacher to cover language learners’ current needs and their future objectives. 

• BR 4: Grammarly and Beyond: AI Grammar Feedback and the Future of Multilingual Learners by Franco-Colombo Russell

This presentation explores how AI-driven grammar feedback tools like Grammarly can build students’ critical language awareness. Drawing on various classroom examples of using Grammarly, this presentation shows how teachers can help multilingual students enhance their metalinguistic awareness of grammar by practicing critical reflection on linguistic norms and choices. 

• BR 5: Exploring AI Integration in ELT in Morocco: Tools, Uses, Benefits, and Challenges by El Mostafa Hamadi

This study explores how Moroccan ELT teachers use AI tools in their classrooms. It combines a PRISMA-based systematic literature review with a mixed-methods study exploring the types of AI tools used, how they are integrated, and the associated benefits and challenges with the implementation of AI in ELT.