Speaker
Abstract section 2: Contribution/research questions
This practice-oriented presentation introduces a coaching-led instructional framework connecting pre-service university learners preparing for workplace communication with in-service professionals operating in global environments. The framework guides learners to define communication goals, generate AI-assisted drafts, critically evaluate AI responses, and revise language for authentic professional contexts. The session demonstrates how structured AI use, combined with SMART goal setting and reflective coaching practices, can support transferable communicative competence while maintaining learner judgement.
Abstract section 1: Relevance
The rapid expansion of AI tools in language education has intensified concerns about learner autonomy, critical thinking, and responsible use (Godwin-Jones, 2023). The challenge extends beyond classroom efficiency to the question of transfer: how can AI-supported learning prepare students for authentic professional communication? Drawing on self-regulated learning theory (Zimmerman, 2002), metacognition (Flavell, 1979), and sociocultural scaffolding (Vygotsky, 1978), this presentation positions AI as a structured cognitive scaffold rather than an autonomous substitute. In Japanese contexts, bridging academic English instruction and workplace performance remains a pressing pedagogical concern (Eraut, 2004).
Abstract section 4: Outcomes/results
Preliminary observations indicate increased metacognitive awareness, clearer rhetorical organisation, and more deliberate language choices when AI is embedded within a coaching framework. Importantly, learners demonstrate improved transfer of presentation skills from academic tasks to workplace simulations and professional settings. Participants will gain adaptable templates for goal alignment, prompt scaffolding, and presentation development that support sustainable AI integration. The session argues that structured coaching, rather than unrestricted tool use, enables AI to function as a bridge between classroom preparation and professional performance.
Abstract section 3: Content/method
The session outlines a replicable instructional process implemented in both university and professional training contexts in Japan. The framework integrates goal alignment, shared digital planning tools, scaffolded AI prompting, and staged presentation development. Example activities include AI-supported email drafting, presentation planning using collaborative documents and AI slide tools, and guided evaluation of AI-generated responses. Comparative examples illustrate how the same structure supports both university learners and working professionals.
Abstract section 5: References
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education.
Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist.
Godwin-Jones, R. (2023). AI tools in language learning: Promise and challenges. Language Learning & Technology.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner. Theory Into Practice.
| Title | From Classroom to Workplace: Coaching AI in EFL |
|---|---|
| Teaching Context | Teaching mature/lifelong learners |