Invited Speeches
Keynote Speech
Conceptions of Language Learning in Technology-Enhanced Learning Environments
Chin-Chung Tsai
(National Taiwan Normal Univ.)
Abstract
How students conceptualize learning plays an important role in their learning processes and outcomes. Previous research has indicated that the students’ conceptions of learning guide their learning in traditional schooling context. It is generally recognized that if the students have more sophisticated conceptions of learning, they are likely to have more meaningful approaches to learning as well as favorable learning outcomes. In recent years, various applications of technologies have been widely utilized in educational settings and students are more likely to engage in some learning opportunities enhanced by technology (such as Internet, mobile computing technologies or AI). This talk will first review a series of studies from my research team regarding students’ conceptions of learning and language learning. This talk will then discuss the relationship between conceptions of language learning and approaches to language learning. This talk will further share some findings about students’ conceptions of (language) learning toward various types of technology-enhanced instructional activities such as language learning with AI. It is found that the students possess quite different conceptions of learning by technology-enhanced learning environments than those in traditional school settings.
Chin-Chung Tsai is a National Chair Professor at National Taiwan Normal University. Prof. Tsai’s research interests deal largely with learning sciences, science education, epistemic beliefs, and various types of technology-enhanced instruction. He currently serves as the Editor-in-Chief for “Computers & Education” (impact factor value = 8.9). He has also served the Editor for “International Journal of Science Education” since 2016 (indexed in SSCI). He has published more than 350 papers in SSCI-indexed education journals in recent 20 years.
Keynote Speech
AI in the Language Classroom: Confronting the Realities
Glenn Stockwell
(The Education Univ. of Hong Kong)
Abstract
As artificial intelligence becomes increasingly embedded in language teaching and learning environments, language teachers face mounting pressure to integrate these technologies into their practice. Yet the rush to adopt AI tools often overshadows fundamental questions about their pedagogical value and broader implications for language learning. This presentation examines AI implementation through three critical lenses: its impact on linguistic development, questions of the position of the teacher, and ethical challenges. AI technologies promise customised instruction and immediate feedback, but evidence suggests their effectiveness in promoting genuine language acquisition is inconsistent. Are these tools cultivating authentic communicative competence, or merely encouraging superficial linguistic performance? Furthermore, as AI assumes greater instructional roles, we must consider how this affects teacher agency and professional identity. Are teachers developing the skills to critically evaluate AI-generated content and maintain pedagogical control, or are they becoming overly reliant on algorithmic solutions? The ethical dimensions encompass data security, algorithmic bias, and the implications of delegating human creative processes to computational systems. Through empirical evidence and classroom observations, this presentation provides a nuanced analysis of the role of AI in language education, calling for rigorous evaluation of how these tools align with established pedagogical principles while acknowledging the complex terrain they create for teaching professionals.
Glenn Stockwell (Ph.D., University of Queensland) is Professor in the Department of Linguistics and Modern Language Studies at The Education University of Hong Kong. His research explores the intersection of technology and language learning, with particular emphasis on AI in education, learner engagement in technology-mediated environments, and professional language teacher development. He is Editor-in-Chief of Computer Assisted Language Learning and the Australian Journal of Applied Linguistics. He is the author of Mobile Assisted Language Learning: Concepts, Contexts & Challenges (Cambridge University Press, 2022), co-editor of The Cambridge Handbook of Technology in Second Language Teaching and Learning (Cambridge University Press, 2025), and he has published numerous journal articles and book chapters examining the impact of technology on language teaching and learning.