Hyunkyung Lee
Far Eastern University
About
Dr. Hyunkyung Lee is a Professor and University Research Fellow at Far Eastern University (FEU), where she leads initiatives in Educational Technology and digital innovation. Formerly a faculty member at Yonsei University in South Korea, she has collaborated with global organizations to develop cutting-edge EdTech solutions tailored to diverse educational settings. Her research focuses on AI-assisted learning, reflective practice in teacher education, and the integration of digital technologies to improve teaching effectiveness and learning outcomes. She currently leads a university-wide Digital Transformation initiative, shaping strategic innovation across its network of schools.Sessions
Presentation Artificial and Human Intelligence in Academic Writing: A Framework for Balanced Integration more
The growing use of Artificial Intelligence (AI) tools such as ChatGPT in academic writing is reshaping how students ideate, organize, and refine their work in higher education. While these tools offer efficiencies and can elevate the quality of writing, they also pose risks to students’ intellectual independence and critical thinking. Overreliance on AI may suppress original thought and reduce students' engagement with the creative and analytical dimensions of writing. To address this, the study presents a literature-based investigation of how AI and human intelligence (HI) intersect in academic writing. It explores AI’s influence on cognitive processes, authorship, and the development of academic arguments. Based on this review, the study proposes a conceptual framework that supports the balanced integration of AI and HI. This framework aims to preserve the integrity of students’ ideas while leveraging AI for support and enhancement. The proposed framework serves as a foundation for instructional design and further empirical research on guiding students to navigate the evolving relationship between AI tools and original academic thought. By proposing a framework for integrating AI and human intelligence, this study offers insights into how both educators and students can navigate the evolving landscape of academic writing with AI tools.
Presentation The Relationship Between GenAI Literacy and English Language Learning Motivation in Japan more
This study investigates the relationship between Generative AI (GenAI) literacy and English language learning motivation (ELLM) among Japanese high school students. The integration of GenAI tools, such as ChatGPT, into language education has shown potential to personalize and enrich the learning experience (Kohnke et al., 2025). While Japan has long faced challenges in fostering communicative competence in English (Wilkins & Peet, 2024), recent research continues to highlight motivation as a key factor influencing language learning outcomes (Taguchi, 2025). In classroom settings where instruction often emphasizes grammar and vocabulary over communicative use, GenAI may offer new opportunities to position English as a meaningful communication tool (Huang & Mizumoto, 2024; Moybeka et al., 2023; Wang & Xue, 2024). This study hypothesizes that GenAI literacy (GAIL)—defined across dimensions of awareness, usage, evaluation, and ethics—affects students’ ELLM, including intrinsic motivation, introjected regulation, and external regulation. Using a survey comprising two instruments—the GenAI Literacy (GAIL) Scale and the English Language Learning Motivation (ELLM) Scale—the study collected data from 200 Japanese high school students. Regression and multiple regression analyses were conducted to examine the relationships between variables. The findings aim to provide insights into the role of GenAI literacy in enhancing motivation and informing effective AI-integrated language instruction. This study hopes to contribute to the growing discourse on AI in education, offering actionable recommendations for ethical and motivationally supportive GenAI integration in English language classrooms.
