Program

• BR 1: Leveraging Microsoft AI Copilot for English Speaking Pedagogy: A Classroom-Based Study in India (Dr. Anil Swami, Dr. Ketki Shinde,  Dr. Vidya Nagre, & Mr. Santosh Swami ) 

This classroom-based study examines a pedagogical innovation integrating Microsoft AI Copilot into English language instruction to transform speaking practice in Indian educational settings. Moving beyond tool-centric adoption, the research focuses on designing and implementing AI-assisted activities that reimagine teacher roles, student engagement, and formative assessment practices.

• BR 2: Beyond Passivity: Critical Media Literacy in EFL Students’ Social Media Engagement (Elaoufy, Haytham) 

This study challenges the Hypodermic Needle Theory by examining EFL students’ critical engagement with social media. Mixed-method analysis of 204 Moulay Ismail University students reveals active media consumption patterns, with participants critically evaluating source credibility, resisting emotional manipulation, and utilizing platforms educationally. Findings demonstrate sophisticated digital literacy skills, contradicting passive audience assumptions and advancing contemporary communication theory in language learning contexts.

• BR 3: Human-Centered Digital Pedagogy in TESOL: Balancing Innovation and Interaction (IMANAT ALI) 

This study explores how human-centered, interaction-driven pedagogy can complement digital technologies in TESOL contexts. Drawing on qualitative classroom data from Saudi EFL learners, findings highlight how technology-enhanced yet materials-light instruction fosters speaking development, self-efficacy, and perceived value while maintaining meaningful communication and low-anxiety learning environments.

• BR 4: “I bet AI can’t do it”: practicing imagery through descriptions, pictures and AI (Carreao, Victor) 

We will present a writing task undertaken with EFL ninth graders at a bilingual school. They practiced imagery by taking pictures of meaningful places of their school, describing them, and generating AI images based on their texts. This allowed them to think critically of their writing and AI tools.

• BR 5: Low-Resources, High-Engagement: A Non-Linear Model for Rural EFL (Fitriyana Borneo & Muhammad Mursalim) 

In a teaching program with limited technological access and fluctuating attendance, sustaining motivation and structured progression is challenging. This presentation describes a non-linear, open-entry communicative teaching approach using cyclical competency exposure, layered output tasks, mixed-age and ability collaboration, and presentation-based feedback to maintain language development without tests or fixed cohorts.

• BR 1: Supporting Newcomers Through Tech‑Supported Practices (Sisskind, Kimi)

This workshop explores practical, learning‑centered strategies for supporting newcomer multilingual learners in digitally diverse classrooms. Participants will engage with tech‑enhanced scaffolds, visual supports, and routines that promote belonging, independence, and language development, including settings with limited technological access.

• BR 2: Bringing Book Scenes to Life with AI: Boosting Language Learning and Critical Thinking (Molero, Doris) 

This online workshop shows how pairing short literary excerpts with AI-generated images strengthens language learning and critical thinking. You will see how visual–text alignment builds vocabulary, improves comprehension, and boosts engagement. You will practice classroom tasks that compare text and image, infer mood, and question perspective. You will leave with activities, tools, and a clear framework.

• BR 1: Moroccan EFL Teachers’ Readiness for AI Integration in Language Education: A TAM-Based Comparative Study (Oussama Bellafdil) 

This study examined 150 Moroccan EFL teachers’ readiness to integrate AI using the Technology Acceptance Model. Results showed high perceived usefulness, positive attitudes, and strong behavioral intentions, with no differences between novice and experienced teachers. Findings highlight teachers’ openness to AI and emphasize the need for professional training and infrastructure support.

• BR 2: Still Human: Agency, Power, and Pedagogy in a Digitalized World  (Haroun Nadjet)

Educational technology reshapes teaching and learning but may marginalize human agency. Drawing on the Algerian context and informed by Paulo Freire and Lev Vygotsky, this qualitative study argues that effective digital pedagogy depends on teacher judgment, learner engagement, and contextual realities rather than tools alone.

• BR 3: Centering Human Values in Technology-Integrated Pedagogy through Community Asset Mapping (Lin, Ching-Ching)

This session introduces Community Asset Mapping (CAM) as a pedagogical framework that meaningfully integrates technology, pedagogy, and human values to foster authenticity, collaboration, and equity-driven learning. Participants will explore classroom-friendly examples and case studies drawn from practitioner inquiry and action research across multilingual and diverse learning contexts.

• BR 4: Reimagining Language Learning: Flipped Pedagogy Elevates Students’ Critical and Communicative Skills (Bendraou Rachid)

This study examines the efficacy of flipped learning in improving critical thinking and communication skills among 60 Moroccan middle school pupils. Employing a quasi-experimental pre/post-test design, the results demonstrated significantly greater improvements in the flipped-learning group, suggesting substantial pedagogical advantages for learner cognition and communication.

• BR 5: Enhancing Learner Performance Through Involvement in Creating Effective Educational Content (Lytvynenko,  Alla) 

This presentation aims to show how learners can be involved in educational content creating using digital and AI-powered tools. We will focus on using interactive virtual boards for engaging students in productive communication and collaboration. We will share various ways of integrating learner - made activities in teaching and learning. 

• BR 1: Designing Autonomy-Supportive Language Tasks Through Educator Vibecoding with Generative AI (Shikanova Anastasia)

This workshop introduces educator vibecoding, using generative AI backstage, to design autonomy-supportive language “quests.” Participants learn how to rapidly transform standard TESOL tasks into engaging experiences without requiring student AI use. Grounded in motivation theory, the session offers practical strategies to increase learner interest and meaningful participation.

• BR 2: Optimizing L2 Vocabulary Acquisition through the Distributed Practice Effect and ICT (Ait Bella Ahmed)

This workshop explores optimizing L2 (second language) vocabulary acquisition by integrating the distributed practice effect (Gerbier & Edmonds, 2021) with ICT. Grounded in Bjork’s (1994) "desirable difficulty," participants will leverage Spaced Repetition Systems and gamified retrieval to transform "cramming" into long-term mastery. Attendees will gain a toolkit for automating evidence-based, consistent learning.

• BR 3: Navigating Change, Empowering Learners: Multiple Literacies in Action (Labib, Nermeen)

In this modern era, students are often referred to as digital natives because they grow up immersed in technology and interact with it in nearly every aspect of their daily lives (Cahyani & Cahyono, 2012). Teachers are increasingly challenged to adapt their classroom practices (Burnett & Merchant). As a result, integrating various technological tools can support and enhance students’ language learning (Cahyani & Cahyono, 2012). Traditional literacy approaches are no longer sufficient. Instead, the concept of multiple literacies—including textual, visual, media, social and global literacies—has become central to preparing learners for a complex, interconnected world (Cope & Kalantzis, 2015).