Plenary Speakers (2024)
Friday, October 4, 2024: Dr. Walcir Cardoso
Abstract: Empowering Language Learners with AI-Enhanced Tools for Speaking and Writing
This presentation explores the potential of four artificial intelligence tools to empower second/foreign language (L2) learners in developing their speaking and writing skills: (1) Text-To-Speech Synthesizers (TTS; systems that convert written text into spoken output; e.g., NaturalReader), (2) Automatic Speech Recognition (ASR; technology that converts spoken audio into written text; e.g., Google Voice Typing), (3) Intelligent Personal Assistants (IPAs; software applications that provide interactive and personalized assistance to users; e.g., Alexa, Siri), and (4) Generative Artificial Intelligence (Gen-AI; AI systems that generate new content, such as text, audio, or synthetic data; e.g., ChatGPT).
These tools are pedagogically interesting because they have the potential to mitigate some of the limitations that negatively affect the L2 classroom, particularly the insufficient time available for practice and interaction (Collins & Munoz, 2016), as well as the spatial constraints imposed by classroom environments such as limited access to authentic materials and proficient L2 users (Richards, 2015). By adopting an “anytime, anywhere” learning approach, these technologies can extend the reach of the traditional classroom and empower learners to independently develop their L2 skills (Cardoso, 2022). Specifically, these technologies can enhance learners’ pedagogical experience by increasing their exposure to the target language input (via TTS, IPAs and Gen-AI), encouraging language production (via ASR, IPAs, Gen-AI), and providing multiple opportunities for interaction (via TTS, ASR, IPAs, Gen-AI).
The presentation will start with an overview of the current landscape of technology for L2 development. This will be followed by a research-informed discussion of how the four target AI-enhanced technologies (TTS, ASR, IPA, Gen-AI) can assist in the teaching and/or learning of L2 speaking and writing. The session will conclude with a roadmap for further exploration of the potential of AI-enhanced tools in L2 education, and a discussion of the methodological considerations to conduct research in this expanding field. Ultimately, this presentation aims to provide researchers and educators with insights into the capabilities of AI-enhanced tools, inspiring them to explore and leverage these technologies to promote engaging, personalized, and effective language learning experiences.
Dr. Walcir Cardoso is a Professor of Applied Linguistics at Concordia University. He conducts research in second language acquisition within an approach that combines insights from theoretical and applied linguistics, intending to promote an effective and socially realistic pedagogy for language teaching in both traditional and computer-assisted environments. The quality of his research was recognized in 2011 when he received the Paul Pimsleur Award for Research in Foreign Language Education. In 2017, he received a UNESCO King Sejong Literacy Prize, a team award as a co-investigator with the Centre for the Study of Learning and Performance. In 2023, his paper on the use of intelligent personal assistants was included in UNESCO’s list of the “100 Most Influential Academic Articles on Educational Robots. Dr. Cardoso has also been recognized with prestigious teaching honours, including the Dean’s Award for Excellence in Teaching (Concordia University), Professor of Merit Award (Société pour la promotion de l’enseignement de l’anglais au Québec), and Concordia’s Alumni Award for Excellence in Teaching. Outside of academia, he writes about audio equipment, works as a consultant for Lexicon Branding designing and evaluating brand names, and experiences other worlds in the form of music, poetry, and cinema.
Saturday, October 5, 2024: Dr. Constanza Tolosa
Abstract: Reimagining how to bridge theory and practice – illustrations from New Zealand
Teachers are perennially expected to adapt to the dynamic and fluid nature of language education. Adaptations may include shaping our views of language learning in new ways, introducing innovations to our teaching, changing the ways in which we work, or all of the above. In this plenary, I will use illustrations from recent research I have conducted with teachers who are in the process of innovating in their classrooms and transforming their practices in response to new understandings in language education. I am hoping to provide the audience with a window on how teachers reimagine their professional learning and bridge theory and practice with the goal of improving the quality of student learning.
I will make links between New Zealand classrooms and concerns in research from an international perspective with the hope of inspiring teachers to reflect on their own experiences and bring these ideas to their classrooms.
Dr. Constanza Tolosa is a Senior Lecturer in Languages Education at the University of Auckland, New Zealand. Constanza’s research and teaching expertise is the learning and teaching of languages. Her current areas of research include the development of intercultural competencies through language education, the intersection of pedagogy and different technologies, and the use of communicative tasks in foreign language classrooms. An experienced language teacher and language teacher educator, Constanza teaches in different degrees as well as in pre-service and in-service teacher education programmes at the Faculty of Education and Social Work. Her two recent book publications are available as Open access: Pedagogical realities of implementing Task-based language teaching and Journeys towards intercultural capability in language classrooms.