2632-6779 (Print)
2633-6898 (Online)
Scopus
Ulrich’s Periodicals Directory (ProQuest)
MLA International Bibliography
MLA Directory of Periodicals
Directory of Open Access Journals (DOAJ)
QOAM (Quality Open Access Market)
British National Bibliography
WAC Clearinghouse Journal Listings
EBSCO Education
ICI Journals Master List
ERIH PLUS
CNKI Scholar
Gale-Cengage
WorldCat
Crossref
Baidu Scholar
British Library
J-Gate
ROAD
BASE
Publons
Google Scholar
Semantic Scholar
ORE Directory
TIRF
China National Center for Philosophy and Social Sciences Documentation
Richard Watson Todd
King Mongkut’s University of Technology Thonburi, Bangkok, Thailand
Abstract
Since the launch of ChatGPT, generative artificial intelligence (genAI) has widely affected society, but the full potential impacts on language education are yet to be felt. Most discourse on genAI in language education views it as a facilitator of existing practice, yet genAI has potential for disruptiveness. Based on the theory of disruptive innovation, this paper looks at three case studies of genAI use in education representing different levels of disruptiveness: the sustaining enhancing innovation of combining genAI and flipped classrooms, the sustaining challenging innovation of genAI-aided active learning, and the disruptive innovation of the teacherless classroom. Applying these models to TESOL, a program to increase the likelihood of genAI use in TESOL being beneficial is proposed.
Keywords
Generative AI, ChatGPT, innovation, disruption