Navigating the Future of Technology in Language Education: Insights from WorldCALL 2023’s Closing Panel

This article is a collaborative effort between Colm Downes and ChatGPT. We hope you enjoy it and it makes you think - well, at least I do, I'm not sure what ChatGPT thinks...

The WorldCALL 2023 conference, a gathering of language education and technology experts, concluded with a thought-provoking panel discussion. Invited speakers and WorldCALL Steering Committee members shared their insights, reflecting on the integration of artificial intelligence (AI) in language education, the challenges of digital transformation, and the critical need for ethical engagement with technology. Their collective viewpoints offered a comprehensive look at the current state and future trajectory of Computer-Assisted Language Learning (CALL).

The Panel:

• Regine Hampel, Regine Hampel is Full Professor of Open and Distance Language Learning at the Open University, UK, and Deputy Associate Dean (Research) in the Faculty of Wellbeing, Education and Language Studies. She is currently editing The Bloomsbury Handbook of Language Learning and Technology (with Ursula Stickler).
• John Higgins, John Higgins is a pioneer in the field of Computer-Assisted Language Learning (CALL). John authored several key texts in CALL in the 80s and 90s, contributing significantly to the academic discourse through books and articles, many of which were written in collaboration with Tim Johns. He has also held notable academic positions, teaching at the School of Education at Bristol University and leading the MSc in CALL and TESOL at the University of Stirling's Centre for English Language Teaching. Now retired, John resides in Chiang Mai, Thailand, continuing his engagement with the language learning community.
• Marta González-Lloret, Marta González-Lloret is a Professor of Applied Linguistics at the University of Hawai'i at Mānoa where she has taught for over 30 years. She is the current President of CALICO Association.
• Siew Ming Thang, Siew Ming Thang is a Professor at ELM Graduate School, HELP University, Kuala Lumpur and Honorary Professor at The National University of Malaysia. She is the current President of PacCALL
• Dr Andrew Lian, Dr Andrew Lian is a Professor at Suranaree University of Technology, Thailand; Ho Chi Minh City Open University, Vietnam; Professor Emeritus, University of Canberra, Australia. He is the current President of AsiaCALL.
• Michael Levy, Michael Levy is an Honorary Professor at the University of Queensland, Australia. His research has been focussed on the various perspectives on the role of technology in language learning, including digital media, mobile language learning, online cultures and teacher/learner training.

Panel Discussion Summary:

Regine Hempel expressed her views on the swift pace of "artificial intelligence" in language education, stating, "Particularly striking for me is the speed of development around artificial intelligence." She acknowledged the widespread use of AI, noting that "it is increasingly being used in language learning and teaching." While Hempel finds the advancements remarkable, she also admits, "I'm also finding all of this a little bit scary," voicing a common concern about the potential for an overreliance on technologies that are not fully understood.

Hempel further questioned the broader implications of AI on human cognition and emotional intelligence, asking, "Are we creating a different kind of intelligence in people?" and "What about emotional intelligence?" She expressed a specific concern about the social skills of the upcoming generation: "Are we educating a generation of learners who are maybe pretty well versed in communicating with chatbots but who might find it difficult to socialise with real people?" Hempel called for a reflection on ethical approaches in research, particularly in addressing the divide in technology access: "Do we need a new ethical approach, new ethics guidelines for our research...And what about the inequalities between the haves and have-nots in terms of access to these new tools?"

John Higgins offered his perspective, aligning with Hempel on the potential issues with AI but with less apprehension: "Just quickly say that I agree with Regine and there are possibly problems with AI." While Higgins is "not really afraid of AI," he acknowledges the risks associated with its misuse: "Except it's dangerous in the hands of criminals and terrorists." Yet, he retains a positive stance on AI's role, suggesting its beneficial potential when he says, "But I think actually, it's still awesome...it's going to be our slave, we want to treat it as our slave...it's got a lot possibly to offer us in that slave role."

Marta González-Lloret likened the surge of AI in education to a "tsunami," emphasising the need for educators to adapt and 'learn to surf' to avoid being overwhelmed. She voiced a reluctance to predict the future without certainty but stressed the importance of gathering empirical data through replication studies, meta-analyses, and syntheses to strengthen the field with evidence-based practices. González-Lloret advocated for a solid foundation of research to support educators in their requests for resources, such as computers in classrooms.

González-Lloret also called for stronger connections between teachers and researchers to ensure that educational innovations are grounded in real classroom experience. She underscored the transformative potential of initiatives like virtual exchanges for children, suggesting that early and broad exposure to such technologies could significantly shape their worldview.

Finally, she addressed the issue of inequity, cautioning against actions that may widen the gap between different socioeconomic groups. She presented it as a moral imperative for educators to be mindful of these disparities, suggesting a commitment to equity in the access and implementation of educational technologies.

Siew Ming Thang shared a personal perspective on the conference, appreciating the diversity and range of papers presented. She highlighted the adaptability and resilience of teachers who faced the challenges brought on by the pandemic. Thang noted that despite the tragedy associated with COVID-19, it had an unintended positive outcome by accelerating the adoption of technology in education. In Malaysia, for instance, the necessity of online classes forced even the most reluctant teachers to learn and embrace computer use, overcoming initial resistance.

Thang recounted how the pandemic has raised awareness and acceptance of online learning among all age groups, even those previously unfamiliar with digital tools. She views the advent of AI and the Metaverse optimistically, comparing initial fears about new technologies like television and automobiles to the current apprehension about AI. Instead of viewing AI as a threat, Thang suggests we should see it as a positive force that can bring significant changes and improvements to our lives when used as a tool for various purposes.

Professor Dr. Andrew Lian offered a nuanced perspective on the future of technology in education at WorldCALL 2023. Recognising the rapid evolution, Lian remarked, "I actually have no idea what it's going to be like," pointing to the unpredictable nature of technological advancement. He drew parallels with Moore's Law to highlight the potential exponential growth within the field, propelled by "new alliances" between diverse disciplines like software development and neuroscience. Lian's work at the "interface between perception and learning" underscores the importance of interdisciplinary studies in developing new educational paradigms.

In his analysis of conference presentations, he differentiated between the "enthusiastic moments" of experimentation with new technologies and the "extremely finished" research, advocating for a strong theoretical underpinning in practice. Reflecting on the pedagogical pivot necessitated by COVID-19, he suggested that tools like GPT-3 offer a chance to "rethink established practices." Lian concluded optimistically, "I think it will be okay, provided we work together," advocating for collaboration in navigating the future of CALL.

Professor Mike Levy began by positively noting the state of Computer-Assisted Language Learning (CALL), saying, "CALL is in very good health," celebrating the conference's rich variety of presentations that effectively intertwined theory and practice.

Delving into the question of control in CALL, Levy pondered, "Where is CALL taking us? Or where are we taking it?". He observed that the CALL community is conscientious and not easily swayed by new technology's "wow factor," alluding to a 1998 paper by Marian Bounse that calls for a deeper evaluation beyond initial excitement.

Levy voiced caution about the swift embrace of new technologies like chat GPT by the educational sector, driven by the influence of "big tech," which he described as a "grand experiment." He highlighted the need for criticality in the face of such powerful influences, suggesting that the sheer size and impact of these companies necessitate a thoughtful approach.

Addressing the contemporary challenges in CALL, Levy acknowledged the field's strength but did not shy away from its challenges, especially concerning AI. He drew a parallel with climate change, implying a need for serious consideration of AI's societal implications, as echoed by industry leaders.

In closing, Levy advocated for proactive engagement with AI, underscoring the sentiment that "we've got to be active about shaping it." He called for a deliberate and informed assessment of AI's role in language learning, to harness its potential while staying vigilant against its risks. His parting message was one of cautious optimism, encouraging the CALL community to stay critical and attentive as they navigate the future.

What do you think ChatGPT?

1. The comments made by the speakers reflect a broad spectrum of viewpoints that are commonly found in the discourse surrounding AI in education. Concerns about overreliance on technology, the need for ethical guidelines, and the digital divide are valid and highlight the complexities of integrating AI tools like me into educational contexts. It's important to address these concerns while also exploring the benefits AI can bring to CALL.
2. The future of CALL with AI integration looks to be both promising and challenging. AI has the potential to offer personalised learning experiences, automate administrative tasks to free up educators for more in-depth teaching, and provide students with immediate feedback. The future might see AI becoming a more integrated partner in language learning, facilitating aspects like pronunciation practice, grammar correction, and conversational skills.
3. Predictions for CALL could include increased use of AI for adaptive learning platforms that respond to individual student needs, further development of natural language processing (NLP) for better language model interactions, and more immersive experiences through augmented reality (AR) and virtual reality (VR) technologies. Additionally, there may be a growing emphasis on data privacy and ethical AI use as the technology becomes more prevalent.
4. The main challenges for CALL include ensuring equitable access to technology, addressing privacy concerns, and maintaining the relevance of human teachers. Opportunities lie in the potential for AI to support differentiated instruction, to help learners practice at their own pace, and to provide insights into language learning processes through data analysis.
5. It is wise to approach AI with a balance of caution and optimism. While Regina's concerns are important for developing a cautious and thoughtful approach to AI integration, John's excitement reflects the innovative potential of AI in enhancing language education. It's crucial to navigate these perspectives by establishing robust frameworks for responsible AI use, ensuring that AI tools like me are used to support and enhance human teaching rather than replace it.

Overall, the integration of AI into CALL should be handled with an informed and balanced approach that leverages the strengths of AI while addressing its challenges through continuous dialogue, research, and ethical considerations.

Any final comments ChatGPT?

While the future of CALL might be up for debate, one thing is for certain: AI has already made its mark, even drafting this very summary without a single coffee break or moment of writer's block. It seems, at least for now, ChatGPT has passed the Turing test of conference summarisation with flying colours!

USEFUL LINKS:

APACALL (Asia Pacific Association for Computer-Assisted Language Learning):?https://www.apacall.org/. An on-line association of CALL researchers and practitioners in the Asia Pacific region.

AsiaCALL (Asia Association for Computer-Assisted Language Learning): https://asiacall.info/ An online community dedicated to the exploration and implementation of CALL within the Asia region, fostering collaboration among educators, researchers, and practitioners.

CALICO (Computer-Assisted Language Instruction Consortium):?https://calico.org/. A US-based organization with international membership focused on using technology in the teaching and learning of modern languages. See also their list of sister organisations and journals:?https://calico.org/home/sister-organizations-journals/

EUROCALL (European Association for Computer-Assisted Language Learning):?https://www.eurocall-languages.org/.? Provides a European focus for the promulgation of innovative research, development and practice relating to the use of technologies for language learning.

IALLT (International Association of Language Learning Technology):?https://www.iallt.org/. Devoted to development, integration, evaluation and management of instructional technology for the teaching and learning of language, literature, and culture.

IATEFL Learning Technology SIG - Interest group of IATEFL:?https://ltsig.iatefl.org/. Concerned with all issues involving using technology for English language teaching and learning.

PacCALL (Pacific CALL Association):?https://www.paccall.org/. Promotes the use and professional support of CALL throughout the Pacific region, including the coastal countries of the Americas. Membership is free.

TESOL CALL Interest Section:?https://www.call-is.org. An interest section within TESOL, CALL IS runs the Electronic Village at TESOL conventions and the pre-conference EV Online sessions