Speaker
Abstract section 3: Content/method
The presentation is divided into 3 parts: Introduction, Don'ts, and Do's. First I give an overview of our (teachers) current situation with AI. Then the problems and limitations with AI, and finally the benefits of AI and how to actually use it for good.
Abstract section 5: References
Bloom, B. S. (1984). The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher, 13(6), 4–16. https://doi.org/10.2307/1175554
Ferrer, R., & Klein, W. M. (2015). Risk Perceptions and Health Behavior. Current Opinion in Psychology, 5(5), 85–89. NCBI. https://doi.org/10.1016/j.copsyc.2015.03.012
Kabir, S., Udo-Imeh, D., Kou, B., & Zhang, T. (2024). Is Stack Overflow Obsolete? An Empirical Study of the Characteristics of ChatGPT Answers to Stack Overflow estions. https://doi.org/10.1145/3613904.3642596
Khan, S. (2023, May 1). Sal Khan: How AI could save (not destroy) education. Www.ted.com. https://www.ted.com/talks/sal_khan_how_ai_could_save_not_destroy_education?subtitle=en
StarTalk. (2025, September 27). New Study Shows What ChatGPT Does to Our Brains. YouTube. https://www.youtube.com/watch?v=MEIWamztRKA
Abstract section 2: Contribution/research questions
This presentation addresses a question that remains underexplored: how should ESL teachers integrate AI into their lessons and professional lives? Rather than offering abstract or theoretical discussions of AI, the presentation focuses on identifying where AI can meaningfully support language learning and instructional practice, and where it does not. The purpose is to provide educators with clear, actionable guidance for responsible AI use in real settings.
Abstract section 1: Relevance
Although recent literature and professional discourse acknowledge both the risks and potential benefits of AI, a gap remains between theoretical discussion and classroom-level practice. Most ESL teachers have a general understanding of AI, but lack guidance on how to use it constructively in teaching. This presentation addresses that gap by offering practical classroom applications, as well as warning what AI cannot yet be trusted with.
Abstract section 4: Outcomes/results
Participants will learn about the current limitations of AI for language learning, followed by how it can be an effective tool for both teachers and students. First, the presentation demonstrates why AI should not be relied upon for tasks such as teaching pronunciation, idiomatic language, figurative meaning, cultural nuance, or storytelling. In contrast, participants will see how AI can be effectively used for guided reflection, discussion activities, role-play, and feedback for students, as well as language simplification, brainstorming, and lesson preparation for teachers.
| Title | The Good, the Bot, and the Ugly: How (and How NOT) to use AI |
|---|---|
| Teaching Context | General |