LatinCALL24

Professor Ester Quiroz is a passionate teacher from Chile, dedicated to enhancing English language instruction. She graduated as a Teacher of English from the University of Biobío in Chillán, Chile, where her innovative undergraduate thesis, "Technical English Manual for Hotels and Gastronomy," received regional recognition for its outstanding innovation. Pursuing her commitment to education, she completed a Master’s degree in Higher Education with a specialization in University Pedagogy at the Universidad Catolica de la Santísima Concepción. Her thesis, “Integración de los principios del DUA como estrategia didáctica inclusiva para la formación de los estudiantes de educación diferencial, en la Universidad de Concepción, Campus Los Ángeles,” reflects her dedication to inclusive teaching practices.In the early stages of her career, Professor Quiroz taught in vulnerable rural schools throughout Chile, gaining valuable insights into the challenges faced by diverse student populations. Her academic journey took a significant turn when she joined the Universidad de Concepción, Los Ángeles Campus as a university professor. Over the past decade, she has been actively involved in numerous research initiatives and educational projects. Her numerous presentations at various prestigious conferences. In 2024, she presented her work on “The Effects of Telecollaboration on ELLs' Motivation and Intercultural Competence: A Pilot Project” at the 21st World AILA Congress in Kuala Lumpur, Malaysia, following a similar presentation at the WorldCALL Conference in Thailand in 2023. She has also participated in the XXI International Conference on Educational Psychology and the Second International Convention on English Teaching-Learning and Technology in 2023. Her research on Universal Design for Learning (UDL) was featured at the II National Congress on Second Languages and Foreign Languages in 2017, where she addressed challenges in EFL classrooms, and she served on the steering committee for several educational seminars, including the XXI International Conference on Educational Psychology. Additionally, her focus on integrating UDL principles into teaching strategies was highlighted in her presentations at the First Seminar on TEFL Methodology in Chile in 2017 and the 3rd Congress on Educational Innovation (CIED) in 2019. Through her active involvement in these events, Professor Quiroz demonstrates her commitment to advancing educational practices and fostering inclusivity in language education. Notably, she led a virtual telecollaboration project between the University of Concepción and Nazareth University in USA, which resulted in a published book chapter and earned her a Scholar Internship in Rochester, USA. Professor Quiroz is also the treasurer of ALACHI (Chilean Association of Applied Linguistics). Currently, she serves as an Assistant Professor and Head of the English Teaching Program at the University of Concepción in Los Ángeles, where she continues to inspire and educate future generations of English teachers. Additionally, she is the founder and coordinator of the Biobío English Network, which integrates teachers from various municipalities in its Province. With her extensive experience and unwavering dedication to innovative pedagogy, Professor Quiroz remains a vital contributor to the field of higher education in the Biobío region of Chile. Her work is characterized by a commitment to inclusivity and a focus on improving English language instruction for all students.

As Artificial Intelligence (AI) reaches the 'peak of inflated expectations' on the Gartner Hype Cycle for Higher Education, educators are engaging with it through a mix of enthusiasm and skepticism. In this session, we will explore some of the pressing questions surrounding AI’s role in higher education. Through concrete examples, we will examine the following critical issues:   - Should institutions prioritize efforts to prevent cheating through AI tools like ChatGPT or focus on leveraging these technologies for academic development?? - How viable are the promises of AI tutors and teaching assistants? - What are the immediate and practical applications of AI in higher education today, and where do they fall short? - Can AI realistically replace or augment language teachers? - What ethical and legal considerations should educators be mindful of when integrating AI into language learning programs? This session aims to provide an informed discussion on the evolving relationship between AI and higher education, helping educators navigate both the opportunities and challenges AI presents.

The rapid adoption of artificial intelligence (AI) tools, such as ChatGPT, has transformed teaching and learning in higher education institutions (HEIs) worldwide. This shift has sparked both excitement and concern, particularly around academic integrity, assessment methods, and the evolving student-teacher dynamic. In response, many universities, especially in Australia, have scrambled to introduce AI-related policies. However, these policies vary widely in detail and appropriateness, often developed without sufficient deliberation. In the first part of the speech, the current AI Landscape in language education, I will begin by exploring the current state of AI adoption in higher education, with a particular focus on how AI tools like ChatGPT are being integrated into language education. Then, in the second part, analyzing Australian university AI policies, I will present findings from my research on AI policies currently implemented in Australian universities. Then, in the third part, risks and challenges of AI integration, I will address the key risks, particularly in the context of language education. To mitigate the risks AI tools pose, in the fourth part, strategies for safe and effective AI use in language education, I will introduce a set of practical strategies that educators can adopt. The aim here is to show how AI can be used as a positive force in language education without undermining core educational values. In the final section, implications for future policy and global perspectives, I will propose recommendations for policy improvements that ensure AI tools are integrated in a way that enhances learning while safeguarding academic integrity.

Dr. Kamakshi Rajagopal is an interdisciplinary researcher and freelance consultant in educational design and technology, with extensive experience in networked learning and social learning formats, supported by innovative technologies. She holds a Masters degree in Linguistics (2003) and Artificial Intelligence (2004) from KU Leuven (BE). She completed her doctoral research at the Open Universiteit (NL) in 2013, investigating personal learning networks and their value for continuous professional development. Her current research is on the complexity of learning environments and more specifically on how teachers and learners can be supported to work effectively in this complexity. Dr. Rajagopal has developed multiple (nationally-funded and European) collaborative research projects in primary, secondary and higher education with partners from the academia, public sector, industry and civil society. Some examples of her projects include the role of teacher networks in educational innovation, thesis circles in higher education, multimodal measurement in collaborative hybrid learning spaces, and mainstreaming Virtual Mobility at higher educational institutions. Since 2023, she has been working in Learning and Development in IT & business consultancy.

This presentation explores the potential of multimodal Artificial Intelligence (AI) tools in transforming English as a Foreign Language (EFL) instruction. Moving beyond text-based AI, she will focus on tools integrating various modalities, such as voice, image, and video, to create more engaging and immersive learning experiences. Participants will examine how these cutting-edge technologies can enhance all four language skills - reading, writing, listening, and speaking. Her talk will address the opportunities and challenges of incorporating AI into EFL pedagogy. It will provide practical demonstrations of various multimodal AI tools and offer guidance on effectively integrating them into different teaching contexts. By attending this talk, participants will: 1. Gain a comprehensive understanding of multimodal AI and its applications in EFL. 2. Explore a range of innovative AI tools and resources suitable for different learning levels and language skills. 3. Develop strategies for effectively integrating multimodal AI into their teaching practice.

Patricia Vasconcelos Almeida has a degree in Languages from the Federal University of Uberlândia and a Master degree in Linguistics from the same institution. PhD in Applied Linguistics from the State University of Campinas, with a period in England at the University of Bath. Post-Doctorate from  Federal University of Minas Gerais in Applied Linguistics - Language Studies - line: Language and Technologies. She is currently an English language teacher at the Federal University of Lavras (UFLA) working mainly on the following subjects: teacher training, technology-mediated language teaching and learning and multilearning and CALL, basically following the precepts of Activity Theory. She is the leader of the Digital Technologies and Practices in Language Teaching and Learning research group. She is a member of ALAB and an active member of the International Research Network - Trajectories and Perspectives of Language Teachers in the 21st Century, which involves researchers from many different countries (Germany, France, England, Italy, Portugal, Australia etc.). She is also a member of LatinCALL and ANPOLL. Patricia has contributed to LatinCALL and IVE Project, serving as a researcher experiencing opportunities  in intercultural and educational initiatives within the English as a Foreign Language (EFL) context.

Roxana Rebolledo Font de la Vall is an English teacher with a Master's in Educational Communication, specialising in Information and Communication Technologies (ICT). She is pursuing a Doctorate in Educational Technology at the Universitat Rovira i Virgili in Tarragona, Spain. She is a member of the Applied Research Group in Education and Technology (ARGET). She is an Associate Professor at the University of Playa Ancha-Chile, affiliated with the Department of Mathematics, Physics, and Computing. She is also a coordinator and instructor for the ICT courses. With 18 years of professional experience, she has developed and implemented digital projects, primarily in the educational and corporate sectors. Her expertise lies in training teachers and future educators in the effective use of technology for teaching and learning. She is also a virtual tutor, instructional designer, and content developer for virtual learning platforms (LMS). She holds a Moodle certification (MEC) and is proficient in various digital tools for education based on artificial intelligence.

Ruben Pulgarin is a language educator with experience in intercultural communicative competence. He has successfully designed and implemented numerous international and domestic educational projects centered on intercultural awareness, online exchanges, and computer-assisted language learning. Passionate about empowering individuals to achieve their language goals and develop essential intercultural skills, Ruben actively engages in different pedagogical activities to foster intercultural sensitivity, language and communication, and the dynamics of online intercultural exchanges. Ruben has contributed to LatinCALL, SENA, IVE Project, and UFLA, serving as a strategic consultant and providing expertise in intercultural and educational initiatives within the English as a Foreign Language (EFL) context. Nowadays, he provides English and Spanish intensive synchronous online training to several professionals from different countries, emphasizing the importance of interculturalism and the value of communication skills in different contexts (academic, labor, business, etc).