Poster Session Beyond the ‘Answering Machine’: Raising AI Awareness and Redesigning Tasks for EFL Learners more

The use of generative AI in language learning tasks offers potential benefits, such as enabling personalized learning and fostering autonomous learning. However, if students are unaware of GenAI’s full potential as a learning tool—treating it as an “answering machine” rather than an interactive assistant—certain task formats may inadvertently encourage AI use for answer retrieval rather than cognitive engagement. This ongoing study addresses this issue by focusing on two key aspects: i) raising students’ awareness of GenAI’s mechanisms, which is crucial for preventing overreliance, and ii) designing tasks that enable students to leverage AI’s learning support while avoiding passive answer retrieval. The study involves preliminary observations of beginning EFL learners, examining how they respond to AI awareness-raising efforts and engage with GenAI-integrated tasks during the early stages of implementation in two different instructional contexts: in-person courses (Fall 2024 and Spring 2025) and an on-demand course (Spring 2025). This preliminary report will present emerging patterns related to shifts in student perceptions of AI, responses to task design adjustments, and unintended effects of AI integration. Findings will inform strategies for designing AI-integrated assignments that support beginning EFL learners across different course formats, promoting personalized learning rather than passive answer-seeking.