Speakers
Description
This session presents an evidence-informed toolkit to help EFL teachers guide classroom AI use. Drawing on survey data from 262 EFL learners, the session introduces DACC (Describe–Align–Condition–Communicate), a workflow for setting and explaining AI boundaries by assignment type. Participants will see DACC applied to classroom tasks and leave with a Teacher Decision Sheet, student-facing rule statements, and three micro-lessons on prompting for learning, privacy and safe use, and bias awareness.
Abstract section 1: Relevance
Hofmeyr (2025) reports widespread AI adoption among Japanese university EFL students. Yet educators often struggle to provide pedagogical guidance, leaving students to use these tools without explicit rules (Ito, 2025). The issue is no longer whether students use AI but how educators should respond (Bonner et al., 2025). Survey data collected by the authors from 262 Japanese undergraduate EFL learners reinforce this need: students requested clear rules (60.7%), lessons on AI use (46.6%), and examples of ethical AI use (31.7%). This session translates these needs into a practical teacher toolkit.
Abstract section 5: References
Hofmeyr, M. (2025). Student perspectives on AI use in language learning. JALTCALL Trends, 1(1), Article 102426. https://doi.org/10.29140/jct.v1n1.102426
Ito, Y. (2025). Japanese English learners’ perceptions of ChatGPT for learning purposes: A preliminary study on use and guidance. JALTCALL Trends, 1(1), Article 2135. https://doi.org/10.29140/jct.v1n1.2135
Bonner, E., Lege, R., & Frazier, E. (2025). Beyond basics: A ten-lesson in-depth unit on generative AI for language students. JALTCALL Trends, 1(1), Article 2146. https://doi.org/10.29140/jct.v1n1.2146
Abstract section 4: Outcomes/results
By the end of the session, participants will be able to use the DACC decision workflow to determine when and how AI use is appropriate for different classroom tasks. They will use the workflow to communicate clear, student-facing expectations that distinguish AI support from substitution. Participants will leave with ready-to-use classroom materials designed to support responsible and effective AI use. The resource pack includes a customizable DACC Teacher Decision Sheet, a student-facing AI Rules Block template for assignments, and three ready-to-use micro-lesson worksheets on prompting for learning, privacy and safe use, and bias awareness.
Abstract section 2: Contribution/research questions
This session demonstrates how EFL teachers can use a task-by-task workflow to develop task-specific AI guidelines and student-facing rule statements. The session also provides three plug-and-play student micro-lessons (prompting for learning, privacy and safe use, and bias awareness) for use after the session.
Abstract section 3: Content/method
The session opens with a brief overview of key survey findings, highlighting the need for structured guidance. Facilitators will demonstrate the DACC (Describe–Align–Condition–Communicate) workflow using an intermediate-level reading task with comprehension questions. Participants will see how the DACC framework can be applied to tasks from their own teaching contexts to develop task-specific AI boundaries and student-facing rule statements. The session concludes by introducing three classroom-ready micro-lessons provided in the resource pack.
| Title | The AI Teacher Toolkit: Guiding AI Use in the EFL Classroom |
|---|---|
| Teaching Context | General |