Language Growth
Asynchronous Session
AI in Elementary Literacy: Tools, Challenges, and Teacher Perspectives
Paper Presentation in a Themed Session
Amber Spears
This study explores how K-5 teachers use artificial intelligence (AI) tools to support literacy instruction, the trepidations they experience regarding AI integration, and the perceived benefits these tools provide. Framed by a hybrid approach combining the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative research investigates both the practical and pedagogical dimensions of AI use in elementary classrooms. Semi-structured interviews were conducted with ten K-5 public school teachers in Tennessee, recruited through word-of-mouth and snowball sampling. The interview protocol examined the types of AI tools teachers use, how they align with literacy standards and pedagogy, and the barriers that influence adoption. Data were analyzed using thematic analysis, focusing on constructs from TAM (e.g., perceived usefulness, ease of use, and behavioral intention) and TPACK (e.g., technological, pedagogical, and content knowledge). Preliminary findings reveal that teachers perceive AI as a valuable tool for enhancing differentiation and engagement, yet they express concerns about data privacy, equitable access, and their own technological knowledge. Implications for practice include actionable strategies for professional development, policies to address ethical concerns, and recommendations for designing AI tools that support both teacher and student needs. This research contributes to understanding the intersection of technology and pedagogy in elementary literacy instruction, offering insights into how AI can empower educators while addressing systemic challenges.
Using Music to Support Learning in English as an Additional Language (EAL) Classrooms
Paper Presentation in a Themed Session
Jessica Premier
This paper explores the use of music (in particular, songs) as a way to enhance English language learning and promote inclusion in English as an Additional Language (EAL) classrooms. In the 1980s, Howard Gardner proposed the theory of multiple intelligences. Although there are limitations with this theory, it highlights the need to address different learning styles in the classroom. Traditional teaching styles in EAL classrooms often favour students with a strong verbal-linguistic multiple intelligence. They often include individual activities, or group work, focusing on reading, writing, listening, and/or speaking. However, some students find learning English to be challenging. In some instances, students lack motivation to learn English, and they can become disengaged in EAL classrooms. This can be common in Australian primary and secondary classrooms, especially when the student has not made an active choice to move to Australia. In order to address some of these factors, research indicates that music can be an effective way for some students to learn English. Using music in EAL classrooms caters to students with a musical multiple intelligence, and also benefits other students, making the teaching and learning activities more inclusive to all students. In this paper, an overview of existing literature on this topic is presented. Benefits and limitations of using music in EAL classrooms is explored. Practical teaching activities are discussed. Attendees will also be encouraged to share their own experiences of using music to teach English or other languages during the question and answer time.
Enhancing L2 Spanish Sentence-Level Production and Communicative Practice with an AI Chatbot: Students’ Perspective on ChatGPT-Enhanced Learning Activities
Paper Presentation in a Themed Session
Pablo Robles Garcia
Recent studies have reported positive roles of generative AI-powered feedback in enhancing L2 English writing (Han & Li, 2024), while little is known regarding L2 Spanish. This study reports on the creation and implementation of two types of ChatGPT-enhanced activities used in a Spanish language course: (1) chat-based role-plays and (2) sentence writing with corrective feedback. In addition to documenting the design and application of these activities, this paper explores students’ overall impressions of using ChatGPT for language learning, as well as their experiences during the course-based activities mentioned above (sentence writing and role-play). Results from 14 student semi-structured interviews reveal that most students found ChatGPT helpful, valuing its convenience, instant feedback, and adaptability for improving conversational skills, vocabulary, and grammar, considering it an excellent supplement and a valuable resource for fostering student agency and self-paced learning. In role-play interactions, students found ChatGPT effective at directing and facilitating quality practice, providing a consistent, non-judgmental environment with accurate feedback and personalized scenarios. However, they noted its lack of emotional depth and spontaneity compared to peer interactions, which foster richer conversations and deeper connections. Finally, the corrective feedback provided was clear, organized, and tailored to their needs. Students appreciated its promptness, which facilitated quick corrections, and noted that structured responses enhanced understanding and encouraged self-reflection. Nevertheless, they raised concerns about occasional failures to identify errors, sometimes flagging correct information as incorrect or providing inaccurate feedback. Examples of the most recurrent errors made by the chatbot are explored and discussed.
