Introduction: AI and the Language Learning Context
Artificial intelligence (AI) is defined by Oxford Languages as “the theory and development of computer
systems able to perform tasks that normally require human intelligence, such as visual perception,
speech recognition, decision-making, and translation between languages.” By this definition, the vast
majority of people use AI, whether it be to optimize search results, translate languages, or to complete
other everyday actions we take for granted. AI is also capable of interpreting user prompts by generating
text, images and other media – known as generative AI, and made easily accessible to the general public
through the advent of ChatGPT, this type of AI stands to revolutionize countless industries looking to
innovate.
Indeed, AI has already appeared in many industries as a vital component of their success. Navigation
systems use machine learning to detect and avoid threats faced to the motion of robots and self-driving
automobiles. Advertising online, e-commerce platforms, search results, search recommendations, online
customer service, and online threat prevention benefit from AI-informed tools. Agriculture and health
care use AI to aid in diagnoses and planning. In short, AI is used extensively to automate and interpret
the management of important information. This automation frees up human minds as much as possible,
to let us, with our own thinking, concentrate on more interpretive, holistic mental tasks.
But what about fields such as education, where the ubiquity and continued development of generative
AI platforms such as ChatGPT will almost certainly redefine our roles as teachers?
Students can easily make use of ChatGPT and similar services to assist in their completion of their
assignments. This use has, at times, proven problematic – prompts given to these tools can be tweaked
enough to feign creativity and to even apply some of the teacher's requirements on an assignment.
Entire stories can be generated from prompts, and even whole comic books can be made in this manner.
This ease is very concerning for teachers that measure the acquisition of a skill in any subject by the
learner’s ability to apply that awareness in creative contexts, or to think critically about a topic.
For many educators, the alarm bells continue to ring. Some AI platforms like ChatGPT are able to
research and subsequently generate reports containing said research on the spot. The data they draw
from are not entirely up to date. The freshness of these acquired data stops around the year 2015. This
creates inaccuracy in some of these instantly generated reports where recent facts matter. Where
accurate information is essential, students may inadvertently make errors by ceding the ‘research’ to
this assistant.
Some more advanced services require the purchase of a subscription to use. This assists some students,
but others without sufficient funds to subscribe may be punished in competition with more well-to-do
students. This could mean that grades given on projects may not measure knowledge or skill but rather
just on the wealth of the student submitting those projects. How smart a college student appears in
their assignments may be more a measure of income now than at any other time in the history of
campus life.
For some time, students have used tools such as Papago and Google Translate to help in translation on
assignments, understand instructions, clarify terms, etc. The widespread accessibility of these tools
threatens, including incredibly powerful generative AI like ChatGPT, disrupts the usual means of
identifying the proficient from the not-so proficient. This makes it more difficult to assess students’
needs and to give them accurate grades.
Educational authorities in Korea and around the world have, in some capacity, attempted to respond to
these concerns with guidelines and penalties for unethical use of AI. Still, much like the technology itself,
opinions on AI are constantly changing.
And what about the benefits of this burgeoning technology? The convenience of AI in language learning
has not gone unnoticed by learners. Lingoda, an AI-learning company, surveyed 2000 adults on their
language-learning priorities and the role they saw of AI in that acquisition. The survey found that all
groups preferred some form of AI in learning used in concert with human interaction. This included
some groups wanting almost a 50-50 mix of real human intelligence and artificial intelligence.
To what extent should we encourage or discourage these tools in classroom activities? Should grades be
assigned such that proficiency with AI tools is included as a component? Is English proficiency as an
internalized skill now less relevant than before, if translation is always a simple click away? Instead of
assigning conventional homework assignments, should more class time be devoted to doing homework,
to ensure that students truly author their own work?
This report aims to touch on these questions, among others, to provide teachers at Joongbu University
with a frame of reference for how they may decide to approach this new educational landscape.
Current Policies in Korea and Abroad
With consumer electronics and other technology companies dominating the South Korean economy,
almost all aspects of Korean society are at the forefront of the incorporation of new technologies.
According to the Global Finance 2023 Rankings of the World’s Most Technologically Advanced Countries
and Territories, South Korea is well ahead of any other country in first place. The term ‘Fourth Industrial
Revolution’ that was popularized by World Economic Forum founder Klaus Schwab in a 2016 Foreign
Policy article, was very quickly adopted in Korean school curriculum, political speeches, and the general
public discourse around technology and the future. South Korea was also the first country to broadly
adopt 5G mobile technology in 2019. It is within this context that AI practices and policies in Korea
should be understood. This is a country in which new technologies are often enthusiastically adopted,
and familiarity with these technologies’ spreads rapidly. AI and specifically the groundbreaking large
language model-based chatbot, ChatGPT, have similarly drawn a lot of attention in South Korea, with
local tech companies releasing similar products.
With regards to university-level policy setting, the majority of Korean universities have been slow to
make any official guidelines or standards for educators. Many universities have instead left it up to the
discretion of the lecturer. Official guidelines from universities in Korea on the use of AI tools seem to
generally hit on a few key points. Instructors should try to make clear the use cases and shortcomings of
AI tools. Additionally, instructors should convey to the learners the issues of unethical use of AI and the
prohibition of such conduct. Specifically, it is important to ensure students understand that regardless of
how well-written or persuasive AI output may seem, it cannot be assumed that the AI output will be
factually correct. To mitigate such issues students should be encouraged to develop their critical thinking
skills by identifying errors and comparing any data, arguments, or statistics with primary sources on their
own. The potential negative side effects of increased adoption of such technology by students lies in the
weakening of critical thinking, developing a dependence on AI for data collection, plagiarism, and
cheating. With regards to the identification of AI generated text and materials, there seems to be a
consensus across universities that there are no reliable tools for reliably distinguishing the AI generated
from authentic work produced by students. Therefore, instructors are advised to avoid relying on such
AI-detection tools.
The cases in which instructors are more positively to encourage the use of AI is in cases when the AI will
perform a purely technical task that saves effort and time, and is within the bounds of existing education
methods. While AI is an evolving technology and student familiarity and use of the technology will
undoubtedly grow and expand in the future, it has clearly reached a point in which addressing the
proper use of the technology is worth some time investment at the beginning of the semester. While
black and white rules and policies are difficult to enforce with regards to the use of AI tools, the
instructor should attempt to clearly communicate the principles of using generative AI when doing an
introductory lecture. Ethical considerations and reference to ‘values’ is also present in many Korean
universities’ guidelines on the topic. Frequent mention of aligning with the values of the institution is
also made. Transparency is also made, in terms of instructors addressing the topic head-on, and in terms
of requiring students to be transparent when AI tools are utilized. Another recurring theme in these
guidelines, is flexibility. Flexibility in terms of recognizing that it is an evolving technology, and that best
practices are not yet set in stone. A common refrain in official institute communications on the topic is
the reference to academia, academic integrity and academic purpose. In other words, a reminder to
students of the goals and functions of a university, as a place of learning, growth, and standards. If AI
tools disrupt genuine learning, then it defeats the purpose of the academic mission.
Penalties and Deterrents
When it comes to any punishment or other consequences for learners who engage in unethical conduct
through the use of AI tools, it is almost entirely left up to the discretion of the instructor. Internationally,
the United States Department of Education has released a policy paper addressing the issue, the
European Union has issued guidelines, and the Japanese Department of Education’s release of guidelines
allowing the limited use of generative artificial intelligence in public schools are examples of the first
wave of broad governmental level policy on AI in the classroom. These policies generally aim to guide
students and teachers toward responsible use and differentiation in implantation by student age group.
The comparison to the initial panic at the advent of the calculator is oft-cited in these discussions,
pointing out that the calculator is now an accepted part of the math classroom environment that aids
the learning process. A number of international university policy guidelines also make mention of the
issue of discrimination, warning that AI tools have the potential for discriminatory output based on the
biases of the materials that the AI tools are built upon. In general issues of discrimination and diversity
are highlighted more than in the guidelines of Korean universities.
AI for Class Material Production
AI offers people who are learning English new and improved avenues, for what may be considered as
more effective communication. Language AI modeling tools can assist learners with pronunciation,
grammar, and translation, responding receptively in real time through simulated chats and quizzing
techniques. However, as with any tool, utilizing the potential for AI to improve classroom flow, its
effectiveness depends largely on how it is implemented in an approach to address the requirements
within a curriculum that may include low- and high-level students, or a mixture of both.
Some AI models, like generative AI (e.g. ChatGPT, Dall-E models) even allow learners to generate 3D
images based on their written/verbal instructions, creating instant feedback, facilitating remodeling of
the language input (written / verbal) to refine the result of the output. In turn this may facilitate both
their language skills, as well as develop their ability to produce efficient and practical prompts for the AI
system. It may engage students at their proficiency level, helping them maintain their progress with the
flow of class material. It may also supplement engagement in the classroom, reducing repetitious
activities, to ones that can improve engagement, focus, and possibly even provide scope for critical
thinking and problem-solving activities through inquiry based exploratory learning-based activities. The
ChatGPT model provides natural language processing making it easier for students to get answers simply
by typing in a question. It is flexible in its processing to allow for adjustment of tone, language, and
sentence structure to fit the level of understanding a student has of the subject. This makes it one of the
dominant platforms of AI used academically for both educators and students.
Examples of AI tools used to assist classroom flow
High-Level Students:
1) Debate
Participating in English debate offers students a unique opportunity to engage in structured
communication using English. Unlike passive information absorption, debate necessitates the
active application of knowledge in a meaningful manner. The essence of a debate lies in the
exchange between teams. Therefore, students must employ English spontaneously, which may
help with development of both communication and critical thinking skills.
Debate is an activity that enables students to practice all language skills. The preparation stage
involves reading and writing, while the demonstration stage focuses on speaking and listening.
By utilizing these skills, students can maximize their English proficiency. Particularly for mid to
high level learners, where insufficient opportunities for English usage exist. It not only allows
students to argue and reason in English but also addresses the comprehensive development of
language abilities. Various sites provide topics for English debate in an ESL classroom.
Generative AI may be utilized to formulate two sides of an argument for a debate. As
demonstrated by the YouTube channel Shermen Academy. Or it may be utilized by requesting
that ChatGPT debate with a user regarding a specific topic, specified in the prompt, for the
duration of the chat. Similarly, by requesting that ChatGPT act as a debate opponent, the
algorithm can generate counterarguments to your students’ debate points. Therefore, students
may work in groups to challenge the AI, with the teacher acting as a moderator inputting the
required prompts of the students in response to the counterarguments produced by the AI.
Examples of ideas for an ESL classroom are detailed on the website www.aiforeducation.io.
Low-Level Students
1) Pronunciation feedback and language comprehension tools
Some AI models use natural language processing technology. These models allow learners to
practice conversations with virtual chatbots. This may help students build their speaking skills
and gain confidence. Similarly, where some repetition of speech is required to practice
pronunciation, the consistent delivery of auditory responses and the range of linguistic profiles
that are available, AI may provide a suitable resource for speaking practice. The variety of
exercises and activities to enhance listening, speaking, reading, and writing skills available online
is growing rapidly with the development and advances achieved with AI algorithms. In most
cases these resources are offered as a free library of tools with a basic plan.
2) Visual and interactive learning
AI can play a role in improving the accessibility of audio-visual content. Prompts can be
engineered to produce descriptions of visual elements for specific learner needs. Other AI tools
can generate transcripts and captions relevant to visual context to enhance accessibility and
relevance for students. Visual aids generated through AI prompts may assist understanding for
low level learners in a contextually appropriate approach in an ESL classroom. Visual and
interactive AI driven content as a term may also broadly include the following:
a) Personalization: Content in the classroom can be tailored to individual students or class
levels, depending on how the educator wants to utilize the AI tools.
b) Text: Generating text for integration into presentations, associating relevant text to
images and descriptions.
c) Video and Audio: Text to Speech tools can generate voiceovers for presentations.
Online AI tools like Veed.io can also be used to generate background music through user
prompts. Several online resources provide AI tools that can produce animations or visual
effects, that may help control the flow of information presented to students in
presentations that are generated using other AI tools.
d) Data Visualization: Informative data visualizations, such as interactive maps or 3D
models can be produced. These visual aids may enhance comprehension of information,
enabling more informed decision-making, or assist in the understanding of a complex
topic.
e) Images and Graphics: AI tools can generate charts or graphs from data inputs. They can
also generate custom illustrations and infographics from specific engineered prompts.
AI Applications in ESL Material Development
There are a variety of ways to use AI tools in the classroom. AI tools can alleviate some of the timeconsuming tasks in content creation for the ESL classroom. Examples of applying AI tools for content
creation can include:
a) Lesson planning
Generative AI may be utilized to explore alternative lesson plan ideas, specifying the topic, or
learning level. The effectiveness of this approach depends upon the context used when
inputting the prompt. The more context used in the prompt for the AI tool to relay important
information such as students' skills, knowledge, and interests, the more relevant the generated
lesson plan will be.
b) Creating subjects/content relevant to student interest
Lessons can be adapted to design them relevant to students. For example, generative AI can be
utilized to include aspects of social media. Incorporating ideas or subjects that may be of
interest to students may enhance engagement during class.
c) Creating examples for modeling
Exemplary student work serves as a valuable model for guiding other students. However,
without existing student work to be used as an example, for instance with a new assignment, AI
tools provide the ability to produce examples of work aligned with your students' proficiency
level. Teachers can engineer a prompt for an example of a student's response to a question
written in a manner reflective of a particular student grade/proficiency/level style.
d) Creating rubrics
Rubrics provide a transparent grading system whilst also offering students guidance on
optimizing their performance. Generative AI can assist in generating detailed rubrics specific to
assessments/grading
e) Creating examples, speaking content, and comparison materials.
AI tools may be used in generating real-world examples, scenarios, or role-plays for your
students
f)
Providing feedback/reviews
Providing feedback to students can be a time-consuming task. Prompts can be engineered to
compose detailed responses outlining improvement suggestions for students. If greater depth is
required, then AI tools can also generate enhanced level of detail in the responses initially
generated by engineering a prompt for each point originally generated.
g) Designing test questions
Prospective test questions can be input into generative AI tools and provided with a prompt to
refine them. The output of the AI tool can then be further refined until a suitable question set is
derived. Alternatively, if additional questions are required, generative AI can utilize those
questions as a template for additional questions in the same context.
Automated Content Creation
Generating engaging and contextually relevant content
Microsoft PowerPoint has the AI-powered designer tool that allows for the generation of automated
slides to efficiently create a presentation. The Designer tool provides slide designs based upon the text
component of a slide(s) via the Design Ideas AI assistant. Over time the AI learns from your experience
using design ideas and shows you design ideas at the appropriate time. Similarly, it can turn text such as
lists, processes, or timelines into an easily readable graphic. Again, when used in tandem with generative
AI such as ChatGPT, the tool can be used to easily produce supplementary PPT material for the classroom
by utilizing the PowerPoint slide outline feature. ChatGPT may be prompted to create a bulleted outline
for a particular topic. That outline can be saved to a file and imported into Microsoft PowerPoint as a
slide outline, generating the necessary slides with the text produced by ChatGPT. Utilizing the Designer
AI within PowerPoint, content within the slides can be modified to include pictures, graphics, and visual
processes.
Speech Recognition Technology
Integration of AI in pronunciation practice tools
Utilizing software such as Microsoft OneNote, an educator can produce sound bites for the classroom
that can assist in practicing listening and pronunciation skills. Similarly, by purposefully introducing errors
in the speech generated, students can be tasked with identifying and correcting errors in the Ai
generated speech. Microsoft OneNote has an in-built TTS (Text to Speech) feature that will generate AI
speech that can be played in real-time or saved as a file for use within some other media e.g., Microsoft
PowerPoint. As with several TTS software, the speech generated can be repeated as frequently as
required, have a specific gender for the voice component, and can be played at a desired speed. When
used in tandem with generative AI such as ChatGPT, the tool can be used to easily produce
supplementary material for the classroom, synchronously or asynchronously.
Miscellaneous
Other options for consideration in the ESL classroom and AI tool application for material development
can include:
Gamified Language Learning
a) Using AI to enhance or generate new ideas for gamification in the classroom to target
vocabulary and grammar.
b) Using online AI based resources like Kahoot, or Quizizz as supplementary material for classes
online, and offline.
Visual and Interactive Content
a) Using AI-generated visual aids, templates, and designers to facilitate comprehension of tasks,
grammar, vocabulary etc.
b) Create interactive content using tools like Slidesgo, or Eduaide.ai for a more engaging learning
experience.
Overcoming Challenges
Ensuring Cultural Sensitivity
There are concerns regarding AI in content creation, particularly concerning cultural sensitivity and
diversity. The concern stems from the fact that some AI (for example generative AI, such as ChatGPT) are
trained on existing datasets that have been captured at a particular point in time, posing a potential risk
of spreading biases and stereotypes present in that data. As the data that drives the AI is outside the
control of the educator, it is therefore necessary to examine the potential advantages and challenges
associated with the utilization of this technology. Careful consideration is essential to ensure the
production of content is free of culturally sensitive and/or bias/prejudice material. For example, in a
writing class, using AI tools to create a scenario/story concept is possible by referencing literature
created by third parties. While at first glance this has the potential to produce inventive stories, it
introduces considerations regarding any cultural sensitivities that may be present in the generated
content, depending on which literature was used for reference and any sensitivities/biases that may
have been present. Indirectly and unintentionally may reinforce prevailing biases and stereotypes that
existed within the reference dataset. Therefore, moderation by the educator is required to address these
concerns and ensure that if AI is used within an educational context, that it is free of cultural
sensitivities/biases and appropriate for the language learners.
To reduce cultural sensitivity/bias in the source material that may be referenced, educators should
familiarize themselves with the generative AI tools they use and practice prompt input. This practice,
sometimes referred to as ‘prompt engineering’ is a skill that may take some time to consistently produce
the results that are required. Several websites provide free resources for educators to practice their
prompts with generative AI tools, such as Teachermade.com.
AI Detection Tools
The marketability of artificial intelligence has increased, bringing in additional players to the industry.
One of those areas seeing rapid growth is the section of AI detection. Companies, or in our case
specifically, teachers and educational institutions, are seeing a large amount of AI being used by students
to generate, produce, and create heavily assisted work for their school assignments. Work that has been
created ranges from essays for entrance applications to weekly or term papers.
As technology continues to advance, educators face the challenge of ensuring academic integrity in an
era where students have access to sophisticated tools, including artificial intelligence. To detect when
students are using AI, teachers can employ a variety of tools and programs designed to monitor and
assess student work.
Below is a list comprised of five different ways teachers can prepare themselves for the incoming of AI in
and outside of the classroom. The first two are direct methods, using third party software. The last three
are behavioral approaches.
1. Plagiarism Detection Tools
One essential tool is plagiarism detection software. While not specifically designed to identify AI usage,
these programs can flag instances where students have copied or paraphrased content generated by AI.
Plagiarism detection tools, such as Turnitin or Grammarly, compare students' submissions against a vast
database of academic content to identify potential instances of unauthorized collaboration with AI or
other sources.
2. AI Detection Software
Another valuable resource is AI detection software itself. Some programs are specifically designed to
recognize patterns indicative of AI-generated content. These tools analyze writing styles, sentence
structures, and the overall coherence of the text, helping teachers identify instances where students may
have relied on AI to complete assignments. While these programs cannot currently reliably detect the
use of AI in a writing sample, they may become a more viable option in the future.
3. Initial Assignment Design
In addition to software solutions, teachers can integrate educational strategies that promote critical
thinking and authentic learning experiences. Designing assignments that require personal reflections,
real-world applications, or unique problem-solving approaches makes it more challenging for students to
substitute AI-generated content.
4. Open Education
Fostering open communication and creating a classroom culture that values honesty can deter students
from resorting to AI for academic tasks. Educators can discuss the ethical implications of using AI in
education, emphasizing the importance of genuine effort and the development of critical skills. Fearing
AI and outlawing it all together from the classroom is not creating a real-world situation. Instead, by
showing students the positives of AI guidance, and how to properly create content without fully
plagiarizing is a key part of the openness in the classroom.
5. Student Engagement and Awareness
Monitoring students’ engagement levels and progress is something expected of teachers from the
beginning. Sudden improvements over the semester can be a red flag for AI implementation, especially
when assignments are completed outside of the classroom. Being supportive of students and allowing
them to ask questions, raise concerns, and continually develop language skills allows them to see an
avenue other than AI.
Abrupt changes and inconsistencies, especially between monitored work and work completed outside of
the classroom, are a huge sign that there is additional help. Vocabulary, sentence structure, and writing
styles are some easy ways to detect AI influenced work.
Improving the Student Experience with AI
There are numerous ways that students can benefit from the usage of AI. Mainly, following ideas 3-5
from above, the teachers’ responsibility is to direct the students on how to use for their learning. As
noted previously, specific tools for AI language learning increase the accessibility for students to learn
with tools outside of the classroom. In the 2024 school year, a number of Seoul public schools will be
using physical AI robots in their classrooms to foster students’ language fluency and participation.
Below is a list of ways that students can use AI inside and outside the classroom.
1. Enhanced Accessibility
Translation tools have been developed to ease students’ troubles concerning vocabulary. Recently, AI
applications, such as Speak, have taken language learning a step further and allowed students to practice
speaking. Moving past the speech-to-text type of program, AI applications have been programmed to
hold actual conversations with users, allowing them to practice with a speaker of their target language.
2. Reverse Check
AI produced content can be helpful, but the fear is that by letting the machine do everything, students
will lose their creative edge and personality. Therefore, one emerging theme for AI is to check work that
has been done, which allows students to attempt the task on their own first.
Idea creation, such as lists or mind maps, should first be done by students with extensive care. To check
their work, students can then ask AI to produce the same design and compare results for instant
feedback. Additionally, translation tools like Papago are popular with students, as they are able to write
in their native language and translate the material into English. Ignoring the fact that the translation
tools often produce grammatical and stylistic mistakes, taking this path indicates the student has made
zero attempts to create assignments in the target language. Reverse check methods suggest that
students first attempt to write in the foreign language, then ask for corrections through AI tools. This
method provides the student with 24/7 feedback and is essential to both time and economic issues
within the industry.
Considerations for the Future
Most importantly, educational institutions should not ignore the AI developments and accessibility. By
doing so, and completely removing AI from the industry means that students are not being best
prepared for the real world. Instead, institutions must best understand how to effectively implement AI
within the program, allowing students to understand the benefits they can receive.
AI is said to be revolutionizing the language learning industry. Identifying the upcoming trends and
understanding how to implement AI into the classroom is only path forward as it is expected that AI will
shape the future. Below is a list of some suggested trends to observe:
1. AI Algorithm Awareness
AI algorithms will continue to develop and understand language learning. These systems have only
started, and the speed at which developments will increase is unknown but predicted to be faster than
one can expect. As AI progresses, it will soon be able to learn individual styles and needs to tailor
specifically to one individual opposed to the industry as a whole.
2. AI Chatbots 2.0
Chatbots in the service industry have been viewed negatively since their implementation at the turn of
the century. The future of chatbots will heavily depend on AI allowing creative responses to consumer’s
concerns. In language learning, this will mean that AI response will continually develop and provide
realistic communication styles never seen before. -
3. Collaboration with Human Instructors
As mentioned before, the increase of stakeholders in the AI industry has led to in-depth looks at the
language learning field. The future of AI is likely to involve applications and programs that work with
classroom instruction, with tools that will supplement a teacher. Understanding the incoming technology
will help to ensure that AI compliments traditional education fields, opposed to replacing it all together.
Conclusion
While the birth of AI, specifically generative AI chatbots like ChatGPT, has resulted in serious concerns
among educators regarding student critical thinking and academic integrity, it is undeniable that there is
much to be gained from this technology in an educational context. Problems arising from this
widespread accessibility can be mitigated according to policies outlined by educational institutions –
namely, unethical use of AI and its prohibition must be communicated to students clearly. Educating
students about the limitations of AI and strongly emphasizing the development of their critical thinking
skills would also serve to mitigate its improper use. While punishments for unethical use of AI are
generally left up to the instructor, there are behavioral methods designed to deter students from using it
in the first place.
The use of AI tools should be considered by educators to complement existing education practices.
Teachers can engineer prompts to generate an alternative means of explaining content required for a
class that is having difficulty with the current material that is being used. Therefore, AI as a tool for
educators may offer alternatives to explain the same concept in several different ways. This may allow
educators to improve on their lessons when conducting post-review analysis of classes or provide an
alternative method of delivering material to improve class content and curriculum structure. One aspect
that is clear from an initial investigation into AI application in an ESL classroom, is that it is not (yet) one
single resource, but a collection of resources that can be utilized individually or collectively to produce
the required content.
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