Speaker
Description
Abstract: The rapid growth of generative artificial intelligence (AI) has raised concern regarding the reconstruction of instructional design in language education. Despite the large quantity of research on AI in education, the evidence remains fragmented and lacks a comprehensive overview regarding how AI affects the instructional design process, educators’ role and associated ethical implications. This study was conducted following the PRISMA-ScR guidelines, aims to: (1) systematize the theoretical frameworks and instructional design model within the context of AI integration; (2) analyzing how AI reshapes each stage of instructional design process in language education; (3) clarify the shifting role of educators in designing and implementing AI-supported educational activities; (4) synthesize related ethical issues. The expected findings is to provide a comprehensive framework regarding the use of AI in instructional design in language education, identify the research gap and provide suggestions for instructional design practice, language teacher professional development and policy formulation in responsible AI. This study will contribute to clarifying the boundaries between AI automation and pedagogical decision-making capability, while guiding responsible AI integration in language education.
Key words: generative artificial intelligence, instructional design, language education, systematic review, AI ethics, the role of educators
