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 an age where digital media saturates everyday communication, the question “Would you rather be persuaded by AI-generated or human-designed campaign media?” becomes a compelling entry point for exploring the evolving landscape of English language teaching (ELT). This presentation examines how English teachers and learners explored AI-generated versus human-designed campaign media through the pedagogy of multiliteracies and learning by design framework. Learners were tasked to critically examine persuasive campaign media while reflecting on the rhetorical strategies, visual grammar, and linguistic choices embedded in each campaign poster or advert. By comparing AI-generated and human-created campaign messages, learners critically examined persuasion, credibility, and creativity in the digital era. The presentation highlights how Gen-AI and digital tools can empower learners to experiment with language, image, voice, design, audience, and purpose in dynamic ways, while raising challenges of ethical concerns around AI content, the need for critical digital multimodal literacies, and teachers’ preparedness for integrating emerging technologies. It also shares key insights, classroom artifacts, and pedagogical takeaways, offering a discussion on how ELT can adapt to the realities of a digitally mediated world, ensuring that learners are not just consumers and discerning communicators but also conscious creators and ethical citizens in the digital sphere.

Biography:

Dr Alvin Pang is Dean of Training, Research, Assessment & Consultancy Division at SEAMEO Regional Language Centre (RELC), Singapore. He has been involved in language teaching and in-service language teacher professional development in Southeast Asia. He is the review editor of the RELC Journal. His research and teaching interests are language curriculum development, multi-literacies and ESP.

Email contact: Alvin.pang@relc.org.sg

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.

Whether it’s introducing a new coursebook, starting a new timetable structure, or moving to a new campus, change often seems to be a difficult thing to “sell”. In this session we’ll look at why people seem to resist change, what you can learn from it, and how you can combat that resistance. The main body of the session will be taken up with looking at the various reasons that people resist change and what can be done in response to those reasons, or in order to ensure that they do not even begin. We’ll also look at the J-Curve of change implementation and I will present a model of change introduction which will hopefully make change more effective and with less disruption. The session is intended to be largely interactive, with people able to both discuss and reflect upon changes that they have been through themselves in the schools or other educational organisations.

Biography:

Andy HOCKLEY is an educational management writer, trainer, and consultant. He has been training managers for 25 years and has been coordinating and training on the IDLTM (International Diploma in Language Teaching Management) since its inception in 2001, and is the academic director and global lead trainer for the course. He is co-author of “Leading Technological Change” (CUP 2022), 'From Teacher to Manager' (CUP, 2008), and 'Managing Education in the Digital Age' (The Round, 2014), as well as the Series Editor for CUP's "Educational Management" series . He is also a member of the IATEFL Board of Trustees.

Stepping out of our comfort zones through experimentation in the classroom offers powerful benefits for both teacher development and student learning. This session will look at how trying out small, intentional changes in the classroom can help teachers avoid burnout, stay engaged, and grow professionally over time. By viewing experimentation not as a risk but as an opportunity, teachers can re-energize their work and create more responsive, dynamic learning environments. The session will also highlight how experimentation can serve as an important starting point for action research, allowing teachers to investigate what really works for their learners and what doesn’t. Participants will hear some examples of low-stakes experiments, reflect on their own teaching habits, and take away practical ideas and strategies they can try out in their own classrooms immediately.

Biography:

COOK Brian is an Academic Coordinator at the Australian Centre for Education (ACE) in Phnom Penh, Cambodia. He has extensive teacher training experience, having been the lead trainer on the ACE TESOL Teacher Certification Program, a CELTA tutor, and a U.S. Department of State Virtual Educator in Russia. With over a decade of teaching experience, he has taught young learners and adults in general English, exam preparation, and academic English. Brian previously worked as a lead teacher at ACE Siem Reap and served as a Virtual English Language Fellow in Panama.

Content and Language Integrated Learning (CLIL) is increasingly recognised as a way of making language learning more meaningful by integrating subject matter with language use. Rather than focusing on isolated grammar or vocabulary, CLIL places English at the centre of authentic learning tasks, where knowledge, skills, and communication develop together. This presentation introduces the 4Cs framework of CLIL (Content, Communication, Cognition, and Culture) and examines how it can inform approaches to motivating teenage learners (ages 14–19). The session will outline the key principles of each of the 4Cs and consider how they work together to create a richer and more engaging learning environment. Aimed at participants who are new to or curious about CLIL, the focus will be on methodology rather than a full set of classroom techniques. Attendees will gain a clearer understanding of how the 4Cs model can guide the design of motivating lessons for teenage learners.

Biography:

STORER Kareem Chris is currently a Lead Teacher at Australian Centre for Education, Toul Kork Campus. He has been working in the education field for over 27 years, working in Egypt, Saudi Arabia, Bahrain and Malaysia. As well as teaching he has been a teacher trainer, centre manager and worked as a project manager. Since arriving in Cambodia in January 2019, Chris has worked with ACE and taught levels from Young Learners to ACE Diploma.

This session explores how educators can leverage the potential of artificial intelligence to create professional, engaging, and learner-centered slide presentations. Traditional slides are often text-heavy and filled with static visuals, making them time-consuming for educators to prepare and potentially less effective in sustaining learner attention. AI-powered tools now make it possible to design presentations that are visually appealing, better structured, and more closely adapted to the needs of different groups. The session will introduce useful tools and demonstrate practical techniques that teachers can apply immediately in their own contexts. These techniques focus on improving clarity, reducing preparation time, and supporting the delivery of presentations that feel more interactive and dynamic. By the end of the session, participants will leave with practical ideas and strategies to transform traditional slides into powerful communication tools that capture attention, improve understanding, and increase audience engagement.

Biography:

HEM Paravuth has over a decade of experience in education in Cambodia and Australia, serving as an English Teacher, Lead Teacher, Campus Director, and Officer in charge of the Teacher Training Program. From 2016 to 2021, he presented on teaching methodologies and technology integration at CamTESOL and represented CamTESOL at the 2019 KoTESOL conference in Seoul, South Korea, where he collaborated with educators from around the world. He holds two master’s degrees in Education from Monash University, Australia (2023), and the Royal University of Phnom Penh (2020), alongside a Bachelor’s in TEFL from the Institute of Foreign Languages (2015).