In the evolving landscape of language education, technology use is pivotal in fostering effective learning environments. This presentation delves into our book, Freedom to Play: Ludic Language Pedagogy, emphasizing technological literacy as a foundational skill for language teachers. We explore ‘ludic’ approaches to teaching — emphasizing innate playfulness — and how educators can harness it to enhance instruction.

Interest in play in education is growing, with many books published in the last five years. However, theoretical expositions surpass practical implementations, leaving questions: How can language teachers play with technology? Why should we? What are the potential outcomes?

We introduce a concept to create SPACE for teachers and students to experiment with technology toward gratifying experiences, sharing practical examples from our own teaching with generative AI, games, and other systems. Join us to discover how embracing a humanistic, play-based approach can transform teaching and enrich learning outcomes.

Generative AI enables educators to create multimodal, interactive stories that promote engagement, facilitate L2 vocabulary acquisition, and scaffold language comprehension. While narrative games such as RPGs have the potential to serve as the principal medium of instruction, many commercial games lack specific pedagogical design for use in the classroom. However, developing tailor-made narrative games for language learning requires substantial time and effort, potentially limiting the feasibility for creating such in-class tools. This study explores how generative AI can streamline the process of creating interactive narratives designed for language learning purposes. Specifically, this study utilized ChatGPT and DALL-E 3—used in accordance with current copyright and fair use guidelines—to create a fully illustrated interactive story with branching narrative paths and inbuilt translation functionality for static story elements. The reduction in content creation time allows educators to create personalized, adaptable language-learning materials suited for specific language levels, student interests, and curricular goals. This study presents the theoretical framework for designing AI-assisted interactive stories and examines the benefits of using generative AI to support the development of learner-centered digital tools for education.

There is currently a dearth of research on how language educators are equipping themselves to smoothly incorporate different AI technologies into their teaching settings. Recent research has highlighted the value of online teacher communities for professional learning, yet little is known about how these communities can serve as platforms for professional growth in the age of AI. The current study therefore aims to explore the role of online teacher communities as a free and valuable resource for language educators seeking to learn more about AI. Employing a mixed-methods research design, it examined three public Facebook communities focused on AI and language teaching. Specifically, the number of memberships and shared posts were monitored, and discussion content was examined using content analysis. The study also aimed to capture the perspectives of various language teachers who engage with these platforms, as well as those who do not, through in-depth interviews. The ultimate goal was to contribute to the existing body of research on AI by offering insights into what is happening in AI-focused online teacher communities, while also discussing the potential and challenges of such communities as collaborative environments for improving teaching practices in the context of rapidly evolving technological advancements.

This study examines how different visual perspectives influence Japanese learners’ comprehension of motion verbs ikimasu and kimasu in a 3D virtual world. Two groups of university students in 1st-year Japanese classes (N=23 in a bystander view, N=31 in a subjective view) watched avatar-based recorded animations (70 seconds) within Second Life and provided think-aloud protocols, which were analyzed both qualitatively and quantitatively. Findings reveal that the subjective-view group demonstrated stronger perspective-taking, leading to more accurate use of kimasu upon arrival and better differentiation between ikimasu (movement away) and kimasu (movement toward the reference point). Normalized frequency analysis (verb occurrences per subject) showed that both groups used ikimasu and kimasu at similar rates, but the subjective-view group produced past-tense forms (ikimashita & kimashita) more frequently, suggesting better awareness of arrival vs. departure contexts. The bystander-view group struggled with perspective shifts, often misapplying ikimashita instead of kimashita. Additionally, the subjective-view group relied less on English translation, favoring spatial reasoning and contextual understanding. These findings suggest that first-person visualizations enhance the acquisition of perspective-sensitive grammar structures, demonstrating the pedagogical value of VW/VR-based instruction in Japanese language education.

This session provides a comprehensive walkthrough of Eigo.AI’s feature set for learners, educators, and institutional managers. We start with the learner experience, highlighting the extensive lesson library covering topics from global culture to scientific breakthroughs with beginner to advanced levels, and the ability to quickly find content by category or keyword. Students engage with seven integrated activity types: Watch, Listen, Read, Speak, Review, Write, Discuss. Each activity is designed to build the four core language skills through multimodal practice. Learners benefit from AI-driven real-time feedback on their writing and speaking, with comments optionally localized to their first language to promote understanding and self-correction. Progress tracking features include a unified dashboard showing usage statistics, logs, and reports, while numerous options and settings allow students to personalize their learning journey. Next, we delve into teacher account capabilities: including lesson curation, class creation, and detailed monitoring tools that display real-time scores, submission logs, and lesson completion rates. Finally, we explore our institutional account features, including custom lesson creation tailored to curricula; bulk user registration and onboarding; access code purchase and redemption; activity, lesson, and student settings with per-class overrides; and the ability to log in as any user to troubleshoot or offer targeted support. Attendees will leave with a clear roadmap for leveraging Eigo.AI’s ecosystem to deliver scalable, AI-augmented English instruction and accelerate learner success.

This presentation will summarize and present the results of two recently published studies in the area of digital flashcard vocabulary learning in foreign language education.

The first study explored the learning of various aspects of word knowledge of 74 Japanese university EFL learners with Interleaved Spaced Repetition Software(ISRS). Nation (2001) identified nine aspects of word knowledge which can be subsequently broken into receptive and productive areas of mastery for a more balanced approach in teaching and learning vocabulary. Interleaved Spaced Repetition Software (ISRS; i.e., digital flashcard study software) combines the principles of task interleaving (i.e., the reoccurring practice or study of multiple skills or concepts; e.g., the various aspects of word knowledge) and spaced repetition (i.e., interval-based study).

The second study utilized the first study’s software but added daily gamified awards to enable a comparison between two digital vocabulary flashcard learning software conditions carefully designed by the author; the gamified group’s software (group 1; n=26) had daily awards (i.e., consecutive day awards, medals related to daily participation such as completed review, 10 minutes or more of study, and the study of 10 new cards) and the non-gamified group’s (group 0; n=51) did not have these gamified aspects.

As artificial intelligence reshapes digital communication, AI-generated memes present new opportunities for Computer-Assisted and AI-Assisted Language Learning (CALL/AIALL). This presentation examines how tools like ChatGPT-powered meme generators can support language acquisition by promoting learner engagement, interactivity, and cultural literacy. Grounded in social semiotics and multimodal theory, this presentation presents memes as multimodal micro-games that require decoding, remixing, and creation; practices that align with the principles of game-based learning and constructivist pedagogy. According to Han and Smith (2023), learners engaging with memes act as ‘learner-memers’- active participants who interpret, adapt, and produce content within culturally and linguistically meaningful frameworks. This process provides opportunities for negotiating meaning, developing pragmatic competence, and personalising language practice through adaptive content. While memes can be created without AI, integrating generative tools enables scalable, engaging, and contextually relevant learning experiences. The presentation also considers ethical concerns, including misinformation, deepfakes and responsible AI use in educational settings and will briefly touch on how extended reality (XR) technologies provide immersive language experiences. Drawing from case studies and classroom applications, it will offer practical strategies for educators to harness AI-generated content in ways that are interactive, student-centred, and responsive to the evolving landscape of digital communication.

Gamified technology and the flipped classroom approach (FCA) have been recognized for enhancing language learning by fostering engagement and interactivity. While both methods have demonstrated effectiveness independently, limited research has examined their combined impact, particularly on English-as-a-foreign-language (EFL) elementary school students. This study investigated the effects of integrating gamified technology into FCA among Taiwanese sixth-graders, focusing on learning motivation, learning autonomy, and perceptions toward gamified flipped classroom approach (GFCA). Additionally, the study examined differences in effectiveness between gamified flipped classrooms, conventional flipped classroom instruction, and traditional classroom instruction. Participants included six classes divided into three groups: a control group receiving traditional classroom instruction, a first experimental group implementing FCA, and a second experimental group adopting GFCA. Data collection included pre- and post-surveys measuring learning motivation and autonomy. Besides, a post-intervention survey and semi-structured interviews assessed students’ perceptions about GFCA. Results indicate that only the GFCA group demonstrated improvements in motivation and autonomy. Additionally, students expressed positive perceptions of GFCA. Findings provide insights into the effectiveness of gamified FCA for young EFL learners, offering practical implications for teaching strategies. Authors: Pannaporn Kaewmark, National Taiwan Normal University; Yi-Mei Wu, National Tsing Hua University; Li-Tang Yu, National Tsing Hua University

A growing body of research demonstrates that playing games can facilitate foreign language learning in various ways. However, not all games are created equal. The games that appear most promising for language education generally present ample opportunities for learner-players to process or produce language. These games can be categorised into different genres, each of which feature distinct characteristics and involve specific sets of gameplay elements that may have significant implications for language learning outcomes (Peterson, 2013; Reinhardt, 2019). In this presentation, a panel of game-based language learning specialists will present their different research perspectives on the learning opportunities afforded by digital and analogue games of several different genres, including Minecraft (a sandbox survival game), Life is Strange (a narrative choice role-playing game), Keep Talking and Nobody Explodes (a cooperative puzzle game), and others. Panelists will also discuss the benefits and drawbacks of integrating such games into the language classroom, as well as strategies that CALL practitioners may use to supplement game-based activities in order to enhance learning outcomes. Additionally, the gamification of regular language learning tasks in order to increase learner engagement and motivation will also be considered. Input and questions from the audience will be welcomed after the discussion.

Everyone has access to mobile phone video-shooting. To turn this into effective language-learning material production and utilization requires a set of basic technological skills. This presentation shows how to devise, take, edit and utilize videos to develop students' active use of English. Devising scenarios to generate spontaneous, communicatively effective and efficient English can be achieved through teacher-to-student and autonomous student-to-student co-operation. This helps activate the passive knowledge gained through high school by motivating students to employ technology to communicate about each other’s immediate knowledge and experience (Stockwell and Reinders, 2019). A key element is building student co-operation and confidence in interacting spontaneously. The necessary preparation for achieving a productive atmosphere will be explained with samples of the videos produced at locations in and around their campus. Students become more proficient with proper editing skills as well as captioning with AI or self-captioning to preserve valuable English interactions and enrich their learning experience. Examples include visits to local shrines and museums and interviews at their school’s employment and international centers. The choice can be customized to each teacher’s individual circumstances but the template is universal. Participants are encouraged to interact in a continuous question and answer format.

Language training in higher education focuses on developing students' speaking skills (Benzie, 2010), with oral presentations as a common assessment method. However, the broad range of speaking genres students encounter makes it impractical for courses to cover every possibility. Therefore, innovative approaches beyond traditional coursework are needed to help students meet diverse academic speaking demands. This study investigates the use of AI-assisted tools to support presentation preparation for non-native English-speaking students. A mixed-methods approach was employed, with fifty participants utilizing either AI tools to generate images or traditional methods such as online searches to prepare their presentations. The study examines AI's impact on efficiency, creativity, and ease of use through the Questionnaire of AI Use Motives (QAIUM) and open-ended questions. Results indicate that AI tools were most beneficial in quickly gathering information and generating images, saving time and inspiring creativity. However, challenges included the need for precise input and occasional inaccuracies in AI-generated content. While some participants preferred traditional methods to express personal style, others found AI tools more effective for presenting their ideas. The findings suggest that AI can significantly enhance presentation preparation but requires addressing challenges such as tool limitations and user intent for optimal integration into academic workflows.

This synthesis investigates the pedagogical efficacy of Instagram in English Language Learning (ELL). Employing a Qualitative Research Synthesis (QRS) design, this study systematically reviewed 492 Research Articles (RAs) indexed in Google Scholar, focusing on studies published between 2010 and 2024 in peer-reviewed journals. After applying rigorous inclusion criteria, 146 studies were selected for an in-depth analysis. These studies were analyzed using NVivo 14 to identify key themes relating to the skills developed, contexts of use, participant characteristics, methodologies employed, and underlying theories. The findings revealed an emphasis on the development of writing and speaking skills, suggesting a prevalent interest in leveraging Instagram as a supplementary tool for enhancing EFL proficiency, particularly within university settings. A notable trend toward mixed-methods approaches and the application of sociocultural and interactionist Second Language Acquisition theories was also observed. Overall, the platform’s visual and engaging content, which facilitates bite-sized learning, makes it a suitable app for ELL. However, the study also acknowledges potential challenges to effective Instagram integration in ELL, including concerns regarding digital literacy, addictive behaviors, distraction, connectivity issues, and anxieties related to online interaction and cyberbullying. Despite these limitations, the overall findings underscore the considerable potential of Instagram as a supplementary learning tool.