Hsi Chen
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Presentation Investigating Senior Learners’ Perceptions of AI-Assisted Learning: A Preliminary Study more
Sat, Jul 19, 12:10-12:35 Asia/Tokyo
The purpose of this preliminary study seeks to explore senior learners’ current understanding of AI and their perceptions and motivation of its role in language learning and lifelong education. This study focuses on gathering baseline data through the two structured questionnaire: QAIUM and AIM, and a semi-structured interview (Yurt & Kasarci, 2024; Li, 2025). The 15 participants are around retirement age, ranging from 60 to 76. By the end of this research, educators can have a deeper understanding of how these senior learners view AI in education. Furthermore, this research helps investigate the motives and the openness or the potential concerns senior learners may have towards the use of technology. Their answers were recorded, transcribed, and analyzed by using thematic analysis. Findings reveal the combination of learners’ curiosity for exploration and hesitation for investment of their time and effort. Some participants express their doubt derive from unfamiliarity to the use of AI. The insight generated from this preliminary study will provide a foundation considering the learners’ positive feedback and potential restraint for the design of the subsequent research.
Presentation AI-Enhanced Telecollaboration for EFL Teacher Development and Cross-Cultural Learning more
Sat, Jul 19, 16:20-16:45 Asia/Tokyo
This study investigates an AI-enhanced telecollaboration project in which EFL teachers from Taiwan and South Korea co-designed cross-cultural communication activities with feedback from ESOL teachers in New Zealand. Supported by a professional development program, the participating teachers used AI tools—including ChatGPT for designing AI agents simulating conversational partners and AI-generated lesson plans—to scaffold instruction in politeness and face-wants. These tools were integrated into the GatherTown platform, an immersive and gamified environment, for online interaction among middle school students from Taiwan, South Korea, and New Zealand. A mixed-methods approach was employed for data collection, including surveys, focus group interviews, discourse completion tasks (DCTs), and lesson artifacts. Pre- and post- surveys revealed teachers’ professional growth and the development of EFL learners’ intercultural sensitivity. DCTs examined these learners' pragmatic competence in politeness and face-wants across cultures. This study provides valuable insights into AI-enhanced teacher development and their challenges in integrating AI into intercultural communication instruction. Findings reveal students’ positive learning experiences and the potential of AI-driven telecollaboration to foster authentic cross-cultural interactions. However, challenges such as technological adaptability and instructional complexities emerged. The study offers pedagogical implications for CALL-based intercultural education and future research suggestions for AI-enhanced telecollaboration in EFL contexts.
