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Rachel Toncelli

Ilka Kostka

Northeastern University, USA

 

Abstract

Advances in generative artificial intelligence (GenAI) call for English language instructors to understand its impact on teaching and learning. While these advancements open new avenues for innovation, they also exacerbate many existing challenges and create new ones. Providing instructors with guidance and support is a critical first step in ensuring they have the knowledge and skills needed to effectively and ethically integrate GenAI into instruction. However, empirical research that explores classroom applications of GenAI is limited. To address this gap, we describe a narrative inquiry study of post-secondary English language faculty at two universities in the United States. The researchers employ experiential learning theory (Kolb, 1984) to examine how they both learn about and integrate GenAI technologies and how these applications impact their understanding of teaching and learning. Participants include a range of first-time AI users and experienced early adopters, all of whom illuminate opportunities and challenges with teaching, managing change, and reshaping the future of higher education. Data include field notes from classroom observations and transcripts from post-observation interviews and a participant focus group interview. Findings show a range of perspectives regarding instructor attitudes and uses of GenAI. The authors discuss key implications for English language teacher development and highlight areas for future research.

 

Keywords

GenAI, ELT, faculty development, innovation