Dr. Carlise Womack Wynne
The Regional English Language Office (RELO), University of North Georgia
Enabling Transformative Language Learning Experiences and Contexts: A Lifespan Approach
In an era where artificial intelligence is reshaping every aspect of education, language learning stands at the forefront of this transformation. Enabling Transformative Language Learning Experiences Through AI explores how educators can harness AI tools to create more personalized, engaging, and inclusive learning environments. This session examines practical ways to integrate AI-driven platforms. Examples include adaptive tutoring systems, conversational chatbots, and intelligent writing assistants which can enhance language instruction to support students’ communication skills, cultural understanding, and creative expression.
Participants will gain insights into how AI can enhance both teaching and learning by providing real-time feedback, facilitating authentic language interactions, and supporting differentiation across proficiency levels. The presentation also highlights ethical considerations, emphasizing the importance of maintaining human-centered pedagogy while leveraging AI’s capabilities responsibly. Through examples, demonstrations, and discussion, attendees will discover how AI can serve as a powerful partner in designing transformative experiences that foster curiosity, autonomy, and global competence in language learners.
By the end of the session, participants will leave with concrete strategies, recommended tools, and an inspired vision for integrating AI meaningfully into their classrooms to empower students as confident, capable communicators in an increasingly connected world.
Dr. Wynne is a tenured professor of Education and Associate Dean of Accreditation and Assessment at the University of North Georgia. She works extensively abroad and enjoys research on ethical inclusion of AI in educational settings. Her most recent book “Preparing Students for a Global World” will release in 2026.
Assoc. Prof. Victor Lim Fei
Nanyang Technological University
Designing for Literacy Learning in the Digital Age
In today’s digital age, defined by the ubiquity of social media and the growing use of increasingly powerful generative artificial intelligence tools, language and literacy education stands at an inflection point. In this keynote, I lay out the ideas and arguments for a reorientation toward process-oriented paradigm to teaching, learning, and assessment through the paradigms of designing learning and learning as design. I discuss the role of teachers as designers of learning experiences where teachers engage in multimodal pedagogy for the cultivation of students’ multimodal literacy towards building up their semiotic capital. Instructional materials and tools are viewed from the lens of pedagogical semiotic technologies that mediate knowledge representation, shape pedagogic relations, and organise the learning experience. I then discuss the paradigm of learning as design, positioning students as agentive meaning-makers who draw upon diverse semiotic repertoires to construe and construct meanings. Learning as design emphasises the importance of valuing the lifeworld literacies of students as well as foregrounds the value of learning as a process and the need for process-oriented approaches to assessment. I advance the argument that we must move beyond the paradigm of learning as solely developing competence toward the paradigms of designing learning and learning as design in response to the literacy demands on our students in the contemporary communication environment.
Victor Lim Fei is Associate Professor and Deputy Head (Research), English Language and Literature, at the National Institute of Education, Nanyang Technological University, Singapore. He researches and teaches on multiliteracies, multimodal discourse analyses, and digital learning. He has received awards for his excellence in research, teaching and service.
Dr. Nattharath Leenakitti
Chulalongkorn University Language Institute (CULI)
Rewriting Language Learning with GenAI: A Dual Perspective from Students and Instructors
This study investigated the effectiveness of Artificial Intelligence–Assisted Language Learning (AIALL), specifically ChatGPT, as a GenAI-assisted writing feedback tool for English paragraph writing. The research was conducted in an academic writing course for second-year English as a Foreign Language (EFL) business undergraduate students at a university in Bangkok, Thailand, at the early stage of integrating GenAI in the classroom. A qualitative approach was employed to gain insights from students and course instructors regarding how GenAI could assist them. Data were collected from 118 written reflection worksheets from a required writing assessment task, which captured students’ opinions on their use of ChatGPT for writing feedback. Students were instructed to write reflections based on ChatGPT’s feedback to evaluate their overall improvement in paragraph writing, grammar, and vocabulary. This task encouraged metacognitive awareness of their writing performance as part of self-regulated learning (SRL). The reflections were subsequently analyzed using thematic analysis, which focused primarily on overall writing improvement. Instructors’ perspectives were further explored through a semi-structured focus group interview with seven course instructors regarding the incorporation of ChatGPT as a GenAI-assisted writing feedback tool. Thematic analysis was also utilized for the instructors’ interview. The findings of this study are expected to highlight the benefits students gained from ChatGPT’s feedback in writing an English paragraph and fostering learner autonomy and metacognition, as well as instructors’ views on the actual integration of the tool. These insights may prove useful and practical for future adaptation and implementation of GenAI in English language learning and teaching.
Nattharath Leenakitti is an instructor at the Chulalongkorn University Language Institute, Thailand. She received her B.B.A. in International Business Management, M.A. in Translation, and Ph.D. in English as an International Language from Chulalongkorn University. Her research interests include English language teaching, AI-assisted language learning, second language writing, and corpus linguistics.
Dr. Pearl Wang
SEAMEO Regional Language Centre, Singapore
From Teacher Self-Efficacy to Practice: Teachers Implementing Higher Order Thinking Skills Pedagogy
Teacher self-efficacy (TSE) has been shown to influence teachers’ perceptions, attitude, receptivity, and adoption of educational change initiatives. While the influence of TSE during curriculum reform initiatives has been explored globally, it remains underexplored in the Malaysian context. Framed by Bandura’s (1997) Social Cognitive Theory and its conceptualization of self-efficacy, this study examines the TSE levels of Malaysian English Language teachers in enacting higher order thinking skills (HOTS) pedagogy as envisaged by the Malaysia Education Blueprint (MEB). It also explores how teachers perceive their success in enacting HOTS pedagogy. A mixed-method approach was employed for this study. Quantitative data was collected using dimensions from two established scales, the Teacher Sense of Efficacy Scale (TSES) and the Norwegian Teacher Self-Efficacy Scale (NTSES) and items designed specifically for the study. Data on teachers' perceptions of success in implementing HOTS pedagogy was collected through two open-ended questions. Quantitative data was analyzed using descriptive statistics, exploratory factor analysis, and significance testing. Both deductive and inductive coding were used to analyze the qualitative data.
Results indicated moderate to high TSE levels in enacting HOTS pedagogy. Teaching experience also predicted TSE levels. Despite high TSE levels, Malaysian English Language teachers did not always perceive themselves to be successful in implementing HOTS pedagogy, especially when faced with contextual barriers. This paper highlights that while TSE is strongly correlated with the enactment of HOTS pedagogy, high levels of TSE do not necessarily translate into pedagogical implementation. Thus, interpreting how TSE influences HOTS enactment must be done with caution.
Dr. Pearl Wong is a Language Specialist at SEAMEO Regional Language Centre, Singapore. She combines expertise in ELT methodology with strong educational management skills. Her research interests reflect her passion for understanding the psychology of teaching, encompassing aspects such as teacher self-efficacy, curriculum reform, critical thinking pedagogy, and teacher development.
Neenaz Ichaporia
British Council
Reimagining English language education: Ethical and impactful applications of AI in English Language Teaching
Artificial Intelligence is reshaping how we teach, learn, and assess English, offering exciting possibilities alongside ethical and practical challenges. How can we tap into its potential while ensuring responsible and equitable use?
This plenary explores the role of AI in ELT, drawing on the British Council’s pioneering research and global initiatives. It opens with insights from the landmark report Artificial Intelligence and English Language Teaching which presents global trends, practitioner perspectives, and key implications for educators and learners.
The session then moves from theory to practice, showcasing ethical and impactful applications of AI across language teaching and learning. It spotlights AiBC, the British Council’s AI-powered tool that enables learners to practise spoken English in real-world contexts. This project integrates a systematic, ethics-based approach — devised in partnership with university College London — from the outset to build interactive speaking tasks. It has yielded significant advances in personalised formative feedback as well as AI assisted task generation.
A case study from Colombia demonstrates how AI integration in education can be both locally responsive and globally informed. It features Shaia, an AI-powered ecosystem designed to support the continuous improvement of English language teaching including lesson planning, learning assessment, and access to relevant materials.
The plenary also presents AI in Language Teaching, a professional development pathway offering structured, free resources to help educators engage critically and creatively with AI tools.
Join us to reflect, engage, and consider AI’s impacts on ELT and possible future directions for ethical and effective AI use.
Neenaz Ichaporia is EdTech Lead, British Council. Her research interests include digital education, teacher development and AI in English Language Teaching. She co-authored a widely cited research report on AI and ELT. With an MSc in Digital Education, she brings 15+ years of experience in teaching, training, and educational innovation.
Copyright © 2025 · All Rights Reserved · Chulalongkorn University Language Institute