Speaker
Abstract section 2: Contribution/research questions
This research presentation investigates the role of AI–human integration in EMI classrooms over a 30‑week longitudinal study. It addresses the following research questions: (1) How does AI‑augmented instruction influence students’ linguistic proficiency over time? (2) In what ways does AI–human interaction support the development of global competence and cultural intelligence? (3) How do students perceive AI as a cognitive and intercultural learning partner in EMI contexts?
Abstract section 5: References
Kim, J. H., & Lee, S. Y. (2020). The role of AI in modern English language learning: An analysis. Journal of Language & Technology, 23(1), 45-63.
Ng Lian, M., & Tan, C. K. (2023). A report of Scribo platform. Marshall Cavendish Education Company.
Obari, H. (2024). Integrating AI and Web 3.0 in English education: A study of technological advancements in Society 5.0. Aoyama Keizai Ronshu, 75(3–4), 273–297.
Obari, H. (2025a, August). Ethical dimensions of AI in language learning: Student voices [Paper presentation]. International Conference on Language, Literature, and Arts (ICLLA), Bangkok, Thailand.
Obari, H. (2025b, August). Beyond surface culture: The limits of AI in fostering intercultural competence [Paper presentation]. 8th FLEAT Conference, Honolulu, HI, United States.
Abstract section 1: Relevance
This presentation is relevant to current theory and practice as it aligns with CLIL, EMI, and CALL research emphasizing human–AI complementarity rather than technological substitution. Based on ideas about global competence, cultural intelligence, and metacognitive learning, the study shows that AI helps support thinking skills while human interaction encourages ethical reasoning and understanding between cultures. The results from a 30-week study provide real classroom evidence to support recent research on using AI in language education, responding to the need for ongoing, teaching-focused studies in real EMI settings.
Abstract section 4: Outcomes/results
The completed 30‑week longitudinal study demonstrates that AI‑augmented CLIL/EMI instruction significantly improved students’ linguistic proficiency and global competence. Quantitative results showed statistically significant gains in general English proficiency (CASEC, p < .05) and progression to the CEFR B1 level in speaking. Qualitative findings revealed increased metacognitive awareness, intercultural sensitivity, and expanded worldviews. Students saw AI as a helpful partner in thinking, but ongoing human interaction was crucial for ethical reflection and understanding different cultures, which supports the success of a teaching approach that combines both human and AI elements.
Abstract section 3: Content/method
This research employs a longitudinal mixed‑methods design, which combines both quantitative and qualitative approaches, conducted over 30 weeks in an EMI (English as a Medium of Instruction) context. Quantitative data were collected using standardized AI‑based language assessments to measure proficiency gains, while qualitative data were gathered through surveys, reflective writing, and peer evaluation. The study looks at how teaching with AI support, along with ongoing human interaction, affects students' language skills and overall abilities.
| Title | Fostering Global Competence and Linguistic Proficiency in AI |
|---|---|
| Teaching Context | College and university education |