Professors often struggle to provide individualized feedback to large numbers of students, particularly when marking grammar, spelling, and punctuation in academic writing courses. Generative AI tools such as ChatGPT have the ability to automate this process and save instructors time and energy. This presentation will demonstrate the use of ChatGPT as a supplementary teaching assistant in academic writing courses, specifically in higher education. The focus will be on practical application tips for instructors including how to handle large volumes of student work with consistent results through prompt engineering and strategies for organizing responses into easy-to-understand feedback for students. It will also discuss ethical guidelines for introducing AI tools into writing classes. Attendees will leave with examples of classroom-tested practices and a clearer sense of how ChatGPT can serve as an effective tool for teaching academic writing.

Biography:

REESER Victor is an Assistant Professor at SUNY Korea and a Ph.D. candidate in cognitive linguistics at Incheon National University. Since 2009, he has specialized in academic writing, presentation skills, and EAP across diverse higher education contexts in Asia. An active leader in Korea TESOL, he serves as Incheon Chapter President and International Outreach Chair. His research focuses on multimodal communication, AI-assisted learning, and feedback practices. Recent talks include a TESOL 2025 presentation on AI and ELT in Korea and a plenary appearances at the 2025 Incheon Global Campus Research Showcase on the impact of generative AI in language education.

The integration of artificial intelligence (AI) into English Language Teaching (ELT) is gaining momentum, yet empirical studies from non-metropolitan settings remain limited. This study examines how English teachers in Lombok, Indonesia, perceive and incorporate AI into their professional practice. Employing an explanatory mixed-methods design, data were collected from 150 English teachers across secondary schools and universities. A survey instrument, adapted from established technology acceptance frameworks, measured perceived usefulness, ease of use, digital literacy, technostress, and behavioural intention to use AI. Semi-structured interviews with a subset of teachers provided complementary qualitative insights. Quantitative findings indicate that digital literacy and perceived usefulness are strong predictors of teachers’ intention to adopt AI, while technostress serves as a significant barrier. Regression analyses confirm that teachers with higher digital literacy levels are more resilient to stress and more confident in integrating AI tools such as automated feedback systems and chatbot-assisted learning. Thematic analysis of interview data further illustrates how teachers negotiate between enthusiasm for AI and the constraints of limited infrastructure in an island context. By situating the study in Lombok, this research contributes to the broader discourse on technology integration in ELT by foregrounding perspectives from peripheral regions. The findings challenge the assumption of uniform digital transformation and underscore the importance of contextual sensitivity in empowering teachers and learners in the digital era.

Keywords: Artificial Intelligence, Digital Literacy, Peripheral Contexts, Technology Integration, Technostress

Biography:

Afif Ikhwanul Muslimin , PhD, is a lecturer in the English Language Education Department at UIN Mataram, Indonesia. His research explores technology integration, teacher education, and applied linguistics. As an active board member of TEFLIN and ELITE, he bridges local and global TESOL communities through publications, collaborations, and professional development initiatives.

In the digital era, English language teaching must evolve beyond static textbooks to embrace flexible, inclusive, and engaging digital-first materials. This presentation explores how technology-enhanced materials can empower both teachers and learners in multilingual classrooms, particularly within the ASEAN context. It highlights key design principles for developing digital-first content that accommodates diverse linguistic backgrounds, promotes learner autonomy, and supports equitable access to learning opportunities. Drawing from classroom-based practices and material design experiences, the session showcases practical strategies for integrating multimodal elements, interactive tasks, and culturally responsive content using accessible tools. The presentation also addresses common challenges faced by educators, such as limited digital infrastructure and varying language proficiencies, and offers realistic, sustainable solutions. Participants will gain insights into how thoughtful digital material design can enhance learner engagement, foster inclusion, and transform English language classrooms into dynamic, student-centred spaces that reflect the realities of today’s connected world.

Biography:

Siti Noor Haslina binti Md Latip is a dedicated lecturer at a teacher education institute in Malaysia. With 23 years of experience in teaching, she is actively involved in the Malaysian English Language Teaching Association (MELTA) and frequently contributes to professional development initiatives and academic conferences, both locally and internationally. Her areas of interest include language pedagogy, instructional material development and digital learning integration. She is particularly passionate about guiding pre-service teachers to cultivate empathy, creativity, and reflective teaching practices.

Haslina is also an advocate for technology-enhanced learning, and she continuously explores innovative approaches to foster engaging and student-centred English language classrooms. Her work reflects a strong belief in nurturing not only competent but also compassionate and future-ready educators.

"Teaching is not just delivering knowledge - it’s about shaping the future with empathy, purpose, and heart."

The rapid growth of artificial intelligence presents both exciting opportunities and important considerations for language teaching. This presentation explores how AI can be meaningfully integrated into English language classrooms to enhance learner engagement, creativity, and reflection. Drawing on practical examples, we demonstrate possibilities for student use, such as extending textbook dialogues by adding new characters or altering roles, creating poems with verbs or other target vocabulary from a unit, transforming written texts into spoken scripts, and even generating short videos from written input. We also highlight ways teachers can use AI to support lesson planning, differentiation for multilingual learners, and reflective practice on classroom instruction. While showcasing these opportunities, we also emphasize the need for careful tool selection, ethical considerations, and the development of critical AI literacy among both teachers and learners. Participants will gain practical insights into balancing innovation with responsibility when integrating AI into language education.

Biography:

Dr. Chan Virak

Virak Chan a native of Cambodia, is currently a Clinical Associate Professor in literacy and language at Purdue University. He obtained a Ph.D. in Culture, Literacy, and Language at the University of Texas at San Antonio, a master’s in TESOL at San Jose State University, and a graduate diploma in Applied Linguistics at the Regional Language Center in Singapore. Dr. Chan has extensive English language teaching and research experience, and has published in the areas of language planning and policies, linguistic landscape, teacher education, and teaching writing. He has also facilitated professional development activities for English language teachers, and developing and coordinating educational programs at universities in Cambodia, California, Texas, and Indiana. His current work involves using AI in language teaching and teacher development, developing resiliency in field experiences and promoting intercultural knowledge and experiences in teacher education.

Prof. Jack C. Richards

Professor Jack C. Richards has had an active career in the Asia Pacific region and is currently an honorary professor in the faculty of education at the University of Sydney. He has written over 150 books and articles on language teaching as well as many widely used classroom texts. His recent publications include articles on language teacher identity and English Medium Instruction.

Professor Jack C. Richards has been awarded an honorary doctorate of literature by Victoria University, Wellington, for his services to education and the arts and also received the Award for Patronage from the Arts Foundation of New Zealand. The International TESOL organization honored Professor Jack C. Richards as one of the 50 TESOL specialists worldwide to have made a significant impact on language teaching in the last 50 years.

AI is changing what it means to learn and teach languages. When tools can write, translate in real time, and even “teach,” the real value of English education lies in what only humans can do; think critically, connect ideas, and communicate with purpose.

This session explores how teachers and institutions can evolve with this shift, positioning ELT as a space for creativity, employability skills, and lifelong learning. Drawing on real examples from research and large-scale innovation projects, the workshop shares a simple framework for weaving future-focused skills like digital literacy, adaptability, and teamwork into everyday lessons. Through hands-on mapping and redesign tasks, participants will discover practical ways to make human skills visible in their classrooms.

Biography:

Dafi Jenkins is the Centre Manager of the School of English & University Pathways at RMIT Vietnam, Hanoi. He holds a Master’s in Applied Linguistics and TESOL from the University of Leicester and has over a decade of experience in educational leadership, teacher development, and strategic program management.

At RMIT, Dafi leads large-scale English language and academic pathways programs that serve university, corporate, and government partners. His work focuses on curriculum innovation, operational excellence, and data-informed approaches to quality assurance and teacher capability.

His professional and research interests centre on teacher education - particularly how reflective practice, coaching, and evidence-based design can strengthen teaching quality and learner outcomes.

Reading is an essential skill for second language learners, yet many English language students struggle to move beyond decoding words to truly understanding and engaging with texts. This presentation explores what effective reading entails in the context of ESL education and offers practical, research-informed strategies to support learners in making meaning from what they read. By focusing on comprehension, vocabulary development, and critical thinking, these strategies aim to bridge the gap between surface-level reading and deep understanding. Suitable for both older children and adult learners, the session will provide actionable insights for educators seeking to foster meaningful reading experiences in their classrooms. Participants will also be encouraged to reflect on their current practices and consider how small shifts in instruction can lead to significant gains in learner engagement and comprehension.

Biography:

NASTASI Gae is currently EAL/D Coordinator for Metropolitan Region, Department of Education Queensland and President of QATESOL. Having trained as a French and English language teacher, she has been teaching English as an Additional Language for 40 years, mainly in Brisbane secondary schools, from on-arrival to Senior English. She has also taught English overseas at all levels, from beginners to advanced, and with both adolescents and adults. She is interested in curriculum and pedagogy supporting language learning.