I want to share some PPTs from Glenn Stockwell's Keynote: "Artificial Intelligence in Language Teaching & Learning: Exploring the Road We're Travelling" from the International Conference on Technology-enhanced Language Learning and Teaching (TeLLT) & Corpus-based Learning and Teaching (CoLLT) ​2024 at EdUHK. I thought it was an informative overview on the topic, referencing the latest literature if we wish to follow up / dig deeper ... (See key Bolded points below).

ABSTRACT

Despite having been with us for decades, the past few years have witnessed phenomenal leaps in the development of artificial intelligence (AI), making this one of the most transformative periods not only for education but also for society at large. ... AI-driven tools, including intelligent tutoring systems, adaptive learning platforms, and chatbots, have gradually shaped language learning frameworks over several years, catering to diverse learner needs and fostering a more engaging, interactive, and efficient learning environment. The monumental shift brought about by recent advances in sophisticated machine translation (MT) and large language model (LLM) technologies has led to an almost instantaneous transformation in teaching and learning practices, and keeping pace with these developments has proven challenging for many. This presentation offers a comprehensive overview of the journey we've undertaken thus far, providing insights that allow us to envision the path ahead. Going beyond hype and conjecture, it explores the steadily growing body of empirical evidence, realistically assessing what lies before us. The discussion considers the interconnected threads in second language teaching and learning, encompassing pedagogical, research, ethical, policy, and legal implications.

Glenn Stockwell is a Professor of Applied Linguistics at the Graduate School of International Culture and Communication Studies, Waseda University. He is the author of Mobile Assisted Language Learning: Concepts, Contexts and Challenges (Cambridge University Press, 2022) and editor of Smart CALL: Personalization, Contextualization, & Socialization (Castledown) and Computer Assisted Language Learning: Diversity in Research and Practice (Cambridge University Press, 2012). He is editor-in-chief of Computer Assisted Language Learning and the Australian Journal of Applied Linguistics. His current research interests include the impact of technology on teaching and learning, mobile-assisted language learning, artificial intelligence in language education, teacher and learner training with technology, and the development of learner autonomy.

Peer observation in language teaching within higher education has been recognized as valuable for teacher professional development, yet teachers’ attitudes towards observation practices remain mixed. Most criticisms of the practice are related to its top-down nature, teacher time constraints, and its rigid procedure. It has also been known to cause stress and anxiety. These drawbacks of peer observation of teaching (PoT) approaches have resulted in teachers perceiving a loss of agency in the process, and to their consequent sense of disempowerment. With the purpose of redressing these issues, the Center for Language Education at the Hong Kong University of Science and Technology, started introducing changes to its PoT model. A variety of observation formats were provided for teachers to choose from and the importance of dialogue with a peer, and reflexive praxis were emphasized. Through data collected from a survey, semi-structured interviews, and content analysis of written reflections, this study sought to examine teachers’ views about this new approach. Results show that: a) participants found the opportunity to talk about teaching with a trusted peer of their choice particularly rewarding and b) they mostly did not avail of the different PoT formats despite indicating through the survey that they welcome these options. The latter could be due to teachers’ unfamiliarity with new ways of conducting PoT or it could be reflective of the contradictions between what they think and what they do. This paper, therefore, raises key questions about flexibility and choice in PoT and discusses these issues in detail.