This workshop explores the potential of AI-powered tools in providing instant, personalized feedback on writing and speaking tasks. Participants will have hands-on experience with tools such as ChatGPT, Gemini, Deep Seek, and Write & Improve for writing, as well as Read Along, TOEFL TestReady, and Speak & Improve for speaking tasks. The session will feature demonstrations, guided activities, and group discussions on how to effectively incorporate these tools into language teaching.

By the end of the workshop, participants will be familiar with AI-powered tools for automated writing and speaking feedback, understand how to use these tools to enhance language learning outcomes, have practical ideas for integrating automated feedback into their teaching practices, and leave with actionable strategies and resources to implement in their classrooms.

This workshop integrates ICT tools, mainly the online whiteboard MIRO, into post-pandemic university classrooms to create more dynamic and engaging learning experiences. Building on teaching practices developed during the COVID-19 pandemic, the workshop demonstrates how MIRO, an online whiteboard application accessible by clicking the link that the host of the classroom provides, can serve as a central instructional hub, promoting interactivity, collaboration, and flexibility in classroom management. Participants will learn to incorporate MIRO into lesson planning, set up engaging activities, and integrate additional applications like Kahoot and Google Forms for assessment and feedback. The workshop offers hands-on experience with these digital tools, allowing participants to experiment with example tasks and collaborative exercises. Key benefits of this approach include increased student ownership of learning, reduced paper usage, enhanced class participation, accommodation of different learning styles, and flexibility for online involvement when needed. The workshop addresses potential challenges, such as student unfamiliarity with digital platforms and the need for diverse instructional formats. It concludes by discussing participant feedback and insights on effectively combining ICT tools in face-to-face contexts, drawing on student perspectives and survey results from previous classes. Participants are encouraged to bring in their laptops to participate in the workshop.

Effective use of spreadsheets in CALL classrooms can not only assist with basic classroom management tasks but also support the creation of interactive, dynamic lessons tailored to language learning. This workshop demonstrates practical applications for spreadsheet programming in instructional contexts. While it highlights Mac Numbers, due to its unique layout and native integration with Pages and Keynote for seamless content creation across Apple platforms, the workshop emphasizes transferable skills relevant to cross-platform tools such as Google Sheets and Microsoft Excel. Given the widespread market penetration of the Apple iPhone in Japan, educators can also distribute Numbers-based files compatible with most student devices. Attendees will explore how Numbers Formula Language, in conjunction with AppleScript and JavaScript, can be used to automate grading, design language-focused games, manage classrooms, and enhance learner engagement. Although Mac Numbers is the primary tool demonstrated, the workshop's pedagogical strategies are adaptable to other spreadsheet environments, making it relevant to all educators interested in integrating programmable spreadsheets into CALL. All attendees are encouraged to bring smartphones (any OS welcome), as the session includes interactive, QR code-based activities.

In applied linguistics, particularly within ESL and EFL contexts, the ability to develop and analyse learner corpora has become increasingly important (Deshors & Gries, 2020). Learner corpora, structured collections of texts produced by language learners, can provide invaluable insights into language development and inform pedagogical strategies. Integrating these corpora with natural language processing (NLP) techniques, such as part-of-speech tagging and lemmatisation, enhances the automated calculation of lexical richness measures, thereby offering more nuanced assessments of EFL written (Spring & Johnson, 2022) and spoken (Kyle, 2021) proficiency. Moreover, NLP can help develop targeted pedagogical materials (Granger et al., 2007). This hands-on workshop introduces participants to foundational Python programming and provides practical experience with NLP libraries, including the Natural Language Toolkit (NLTK) and spaCy. The workshop will cover installing and employing NLTK and spaCy to analyze textual data for lexical properties such as tokenization and part-of-speech tagging. No prior programming knowledge is required; the workshop is designed to guide participants through a series of tasks within a shared Jupyter Notebook. We will use a Google Colab notebook explicitly developed to provide participants with step-by-step instructions for writing simple code in Python and importing and analyzing text in a practical, hands-on learning environment.

Traditional English language instruction often follows a one-size-fits-all approach, limiting opportunities for learners to engage with content that matches their individual needs, interests, and proficiency levels. This interactive workshop explores how ChatGPT can support customized learning by helping educators design adaptive lessons, tailored practice activities, and responsive feedback mechanisms that cater to diverse learners.

Participants will discover how ChatGPT can be used to create flexible study plans, scaffold content for different proficiency levels, and provide targeted language support. Through hands-on demonstrations and collaborative activities, attendees will explore strategies for integrating AI into differentiated instruction, autonomous study, and skill-based language development. The session will also address best practices, limitations, and ethical considerations in AI-assisted learning.

By the end of this workshop, participants will leave with practical tools and strategies for using ChatGPT to enhance student engagement, scaffold learning, and foster greater learner autonomy. This session is ideal for educators seeking to move beyond standardized instruction and create more personalized, student-centered learning experiences.

Teaching Intercultural Communicative Competence (ICC) to EFL learners from the Natural Sciences is akin to swimming against the current: on one end, they are being trained by their majors to see reality in objective terms; but on the other end, ICC development requires them to focus on the subjective nuances of how culture mediates language. This workshop describes an ICC teaching approach for tackling this challenge: First, by explaining the basic theoretical foundations that guide it. Second, by showcasing GenAI-based strategies developed for triggering in students the necessary self-reflective processes that may lead towards ICC development. Participants will be given hands-on access to a chatbot that was prompt-engineered for eliciting conversations on the intersectionalities between the objective and subjective aspects of certain natural phenomena. The interactions focus first on the objective components of these phenomena, and then slowly guide students towards the realization that what they thought is an “objective” reality from the viewpoint of Physics, Chemistry or Mathematics, is really a “subjective” one once we factor in how different cultures around the world perceive those same phenomena. As a result, a feasible strategy for using GenAI as a stepping stone for developing certain foundational ICC-related skills will be demonstrated.

Repeated exposure is the name of the game in language learning. However, textbooks often lack sufficient breadth of content within each unit, and finding resources that feel like a natural extension of a particular textbook is easier said than done. This workshop introduces practical ways English teachers can use generative AI to create vocabulary-based supplementary materials that align with their existing textbooks. Participants will learn prompt engineering techniques to generate level-appropriate resources using target vocabulary such as example sentences for worksheets and quizzes, dialogue scripts for speaking activities, and reading passages based on unit themes. The session will include real examples of materials created for university students in Japan, and participants will have opportunities to modify or generate their own prompts. Emphasis will be placed on designing effective and reusable instructions that yield predictable output, enabling teachers to quickly and reliably create multiple activity sets tailored to their needs. ChatGPT will be the primary tool used in this workshop, but the principles introduced here can be applied to other generative AI platforms. Participants are encouraged to bring their own devices to take full advantage of the demonstrations.

As AI tools become increasingly prevalent in education, the challenge for instructors is moving beyond AI as a mere novelty and leveraging it as a meaningful tool for writing fluency and discussion. This hands-on workshop will introduce educators to an AI chatbot-based approach designed to support EFL students in brainstorming, developing ideas, and refining their writing through structured peer-like AI interactions. Drawing from a classroom-tested framework, this session will demonstrate how chatbots can help reduce student hesitation, enhance fluency, and provide low-stakes opportunities for idea generation. Attendees will engage in a live demonstration, explore effective prompting strategies, and gain access to a customizable AI chatbot template they can use in their own classrooms. The workshop will also address potential pitfalls, including over-reliance on AI-generated content and strategies for maintaining student agency. Participants will leave with practical, research-informed strategies to integrate AI in ways that align with communicative language teaching and enhance student engagement in writing courses.

Co-presented with an AI, we describe and demonstrate our progress in developing a personalized language-learning expert system, tutor, and companion. We discuss the history, inspiration, and components of the model—including needs analysis, lesson creation, user interaction, and ability/knowledge banks. We examine the scarcities often taken for granted in language learning and how emerging AI technologies remove these constraints and create new possibilities. Through interactive demonstrations, we show how the AI supports, assists, and gives feedback with daily language tasks in real time and engages in conversations about movies, TV shows, and books while gradually introducing target language items tailored to your readiness and needs. We also take a critical look at the (rapidly diminishing) weaknesses and shortcomings of AI-driven education, pose essential questions about its role, and explore future directions for AI in language teaching and learning. Participants will come away with an understanding of the possibilities and limitations of AI in language learning, learn some prompts you can use to replicate some of what we’ll be doing in the presentation, and learn how to connect with other developers and users of the technology.

This workshop will teach instructors how to ensure AI aligns with standards when creating assessments and feedback. AI tools can generate lesson materials, but they often fail to meet teachers’ specific needs in assessment design. For instance, while ChatGPT can create questions, it doesn’t reference specific benchmarks. This forces teachers to manually check curriculum documents and develop rubrics. Similarly, AI-generated feedback tends to be generic rather than rubric-based. To bridge this gap, we have developed tools that help teachers create standards-aligned assessments, detailed rubrics, and automated, rubric-based feedback. In this workshop, we’ll explore how these tools were developed with educators and demonstrate how teachers can use them to enhance assessments. Specifically, attendees will learn to: - Generate realistic, level-appropriate assessment content - Create forms, brochures, and other documents - Develop high-quality dialogues and monologues - Craft illustrated stories - Design detailed, standards-aligned rubrics - Use AI to generate rubric-based feedback

Outline: 1. Introduction 2. Why AI struggles with standard-aligned assessments 3. Our solution 4. How to use AI in assessments 5. Q&A

Feedback is essential for language acquisition and writing development, helping students assess performance, identify weaknesses, and refine their skills (Papi et al., 2024; Hyland, 2019). This has led to a push for self-assessment (Lee, 2016), and recognition of the necessity of timely feedback (Fu & Li, 2022). Providing only personalized, self-sought feedback can be challenging for teachers—a challenge that Generative AI can help address. This interactive workshop explores how to integrate AI-driven feedback into L2 writing classes by guiding students in developing effective feedback-seeking behaviors. While AI tools provide accessible feedback, students need support in asking effective questions, evaluating AI responses, and refining their writing based on relevant feedback. Participants will experience activities designed to establish expectations about AI’s role as a feedback companion and examine how students interact with AI versus peers and instructors. The discussion will also explore how this approach can be adapted to different learning contexts. Through discussion and suggested instructional materials, this session highlights the importance of teaching students how to be feedback-seekers in the era of Generative AI. Participants will leave with concrete strategies for helping students engage with AI feedback effectively and become more independent writers.

The NGSL Profiler is a new corpus-based tool designed to help create and/or simplify learning materials to the level of the learner. It is one of the latest additions to the New General Service List Project, a large and growing collection of free, open source vocabulary words lists and online teaching and learning tools.

Designed along the lines of other excellent profiling tools such as OGTE (Browne & Waring), AntWordProfiler (Anthony) and VocabProfile (Cobb), the NGSL Profiler tries to focus more specifically on the needs of teachers and content developers utilizing one or more of the NGSL word lists. In addition to an easy and intuitive profiling tool, there is also an AI-powered tool which helps teachers to quickly create original fiction texts as well as another tool which helps teachers to quickly shorten and simplify texts to one of 5 levels of difficulty.

This workshop will introduce, demonstrate and give practice using the NGSL Profiling tools as well as give ideas about how to utilize the tools in conjunction with other NGSL tools (such as wordlists and placement tests) in pedagogically sound ways designed to improve the efficiency and effectiveness of language learning and language learning programs.

Extensive Reading (ER) is a powerful approach to language learning, but maintaining engagement and providing individualized support at scale remains a challenge. This interactive workshop introduces a custom-built AI-powered platform that transforms students from passive consumers into active creators of reading material.

Participants will gain hands-on experience using the system to generate personalized ER stories across different levels with just a few clicks. The platform incorporates adaptive difficulty scaling, adjusting text complexity based on learner interaction time and feedback while maintaining coherence.

Real-time tracking of student interactions — including reading time, vocabulary lookups, and content generation patterns — provides insights into engagement and common language challenges. Features such as context-sensitive vocabulary support, AI-generated audio narration, and optional comprehension activities may further enhance autonomous learning.

A key focus will be how AI-driven analysis of student feedback informs ongoing refinements to both the system and pedagogical approaches. Participants will leave the workshop with practical experience in generating personalized ER stories, exploring learner support features, and considering how learner data can inform teaching practice.

This workshop demonstrates how integrating AI technology into ER programs can create a more engaging, personalized, and data-informed learning environment while maintaining the core principles of extensive reading methodology.

This workshop will provide in-service English Language teachers with practical training in corpus-based teaching using AntConc (version 4.1.1). Participants will learn to develop chapter-wise vocabulary lists, analyze concordance lines through vertical reading, and identify key grammatical features in selected textbook texts. Aimed at enhancing English Language Teaching (ELT), the workshop promotes learner autonomy by equipping teachers with tools to help students take charge of their learning. The session will begin with a five-minute warm-up activity, inviting attendees to reflect on the language content of selected textbook chapters. Ten minutes will be allocated to downloading and installing AntConc. The core of the workshop—a forty-minute hands-on session—will offer guided tasks to explore how corpus tools can inform teaching strategies and materials development. The workshop will conclude with a five-minute feedback session to reflect on the learning experience and gather suggestions. Concrete and outcome-driven, this workshop ensures participants leave with clear skills in using AntConc for classroom application. It will be especially relevant for teachers interested in practical, data-driven approaches to language instruction and curriculum development.

With technology playing a growing role in language education, tools that adapt to learners’ needs can make practice more effective. AdaptLingo is a speech-based chatbot designed to help English learners improve their speaking skills through natural conversation. Learners speak directly to the chatbot, which listens to their speech and determines their English proficiency—beginner, intermediate, or advanced—and then adjusts its responses to match their level. Beginners receive simpler language and slower speech, while advanced learners engage in more natural, fluent conversation. To ensure responses are appropriate for each level, AdaptLingo selects words from a well-established vocabulary list suited to the learner’s proficiency, reinforcing level-appropriate language learning. The chatbot also adjusts its speaking speed to make conversations more accessible or challenging, depending on the user’s ability. By offering a fully speech-to-speech experience, AdaptLingo provides a personalized and interactive way for English learners to practice speaking in a low-pressure environment. This tool will be open-source, making English conversation practice more accessible to learners everywhere. AdaptLingo is a technological innovation that will be integrated into classroom environments to supplement students' curricula, supporting English learners from diverse native language backgrounds with additional speaking practice.

A study conducted in the spring of 2024 amongst 100+ teachers and 500+ students of EAP at 20+ transnational universities in China explored the challenges they face. One area which warranted attention was AI. There are concerns about students relying on AI too much to complete assignments and using it blindly without checking for accuracy. Furthermore, a fear of AI has caused some teachers to try to avoid or ban it. However, students tend to utilize it regardless, but they lack sound guidance as to how to employ it effectively which can result in them doing so recklessly, sometimes unknowingly, and perhaps raising concerns about academic integrity. This workshop addresses these concerns via group discussions and hands-on activities. We will begin by discussing what all constitutes effective use of AI and what could be considered as overreliance upon it amongst students. Next, we will analyze why students employ AI and then pose and explore suggestions and activities to help students understand how to use AI correctly and effectively. The workshop ends with an examination of AI tools/websites for teachers and students.

This workshop addresses the critical gap in essential digital skills among Japanese university students, particularly for navigating academic and professional environments. Despite apparent familiarity with digital tools post-pandemic, many first-year students in Japan lack foundational skills such as navigating Google applications, professional email communication, and effective use of collaborative platforms (Goto Butler, 2022; OECD, 2019). Participants will explore practical approaches to integrating digital literacy training within University English courses or similar L2 learning contexts. The workshop will be based on course materials used for a freshman orientation unit, and a 3rd year CLIL course, both focusing on digital citizenship and literacy. Through hands-on activities and collaborative practice, attendees will engage directly with methods for teaching responsible internet usage, effective online communication, and multimedia content creation. The workshop will give examples of in-class activities that focus on experiential learning, critical thinking, and ethical digital citizenship. Attendees will leave with ideas for lesson plans, activities, and assessment strategies that are easily transferable to their teaching contexts, better equipping students with digital literacy skills vital for contemporary academic and professional success.

This workshop explores the transformative potential of AI tools like ChatGPT in engaging A1-level English learners through bilingual Health Education. Aligned with JALTCALL’s mission to advance technology in language learning, the session will demonstrate how AI can support differentiated instruction, enhance student engagement, and promote culturally responsive teaching.

Attendees will learn to design AI-powered lesson plans and assessments tailored to A1-A2 learners. Key themes include:

* AI-Powered Lesson Planning: Creating adaptable, engaging lessons to meet individual student needs. * Student Engagement: Using AI-driven interactive activities, such as chants, games, and assessments. * Empowering Learners: Promoting student agency through reflective prompts, personalized AI feedback, and culturally relevant materials.

This hands-on session will guide participants through AI-generated tools and strategies from my classroom experiences in Taiwan. Attendees will practice integrating AI into lesson design and discuss challenges and opportunities in language education keeping their classes in mind.

Participants will leave with actionable skills to:

* Implement AI-generated lesson plans and assessments. * Increase student engagement using AI tools like ChatGPT. * Create inclusive, culturally responsive materials.

This session introduces a novel blend of TESOL and CLIL principles, bridging technology and pedagogy to meet the diverse needs of multilingual learners.

Creating new materials and courses is often a long, arduous process that educators must go through to keep up with modern trends, new pedagogy, and technological developments. However, with the advent of AI, high-quality materials development has never been easier.

In this workshop, I'll show you how to create materials - and whole courses - by using and integrating ChatGPT, PowerPoint, and Moodle. Specifically, you'll learn about using optimum AI prompts for your course/materials needs, integrating various forms of software, making quizzes and tests, and seamlessly uploading your courses for students on an LMS such as Moodle.

For example, I have used these methods to create Liberal Arts courses related to Art and Photography, as well as courses related to Cross-Cultural Communication in an Australia/Japan context. The prompts you input into ChatGPT can create weekly, or topic-based Powerpoint slideshows, short readings with comprehension questions (and answers), as well as multiple choice quizzes (with answers). You can then integrate those quizzes into the Moodle Quiz module or other quiz software like Quizlet.

The wonderful thing about this workshop is that it's applicable to any teacher, at any level, teaching any kind of course.

This 60-minute hands-on workshop invites language teachers interested in CALL tasks to explore the potential of AI assistants in generating level-appropriate elicited imitation (EI) and shadowing (Sh) audio materials. Focusing on the research question: To what extent can AI assistants generate EI and Sh content that meets targeted linguistic complexity? Participants will critically assess whether synthetic speech meets phonetic and linguistic criteria and learn strategies to “trick” AI into producing more precise English audio outputs. The session will provide demonstrations on using the International Phonetic Alphabet (IPA) alongside AI tools to generate audio files, supporting shadowing practice and enhancing perceptual discrimination skills. Interactive activities will compare AI-generated audio with human speech to evaluate naturalness, comprehensibility, and intelligibility. Attendees will gain practical skills in fine-tuning AI prompts, adapting synthetic outputs for diverse learner levels, and assessing speech quality using established linguistic criteria. Take-away benefits include hands-on experience with AI prompt engineering, insights into the integration of synthetic speech into language teaching, and practical guidelines for developing CALL materials that support both perceptual and productive language skills. This workshop empowers educators with innovative, empirically grounded strategies for enhancing language learning.