Speaker
Description
Generative Artificial Intelligence (AI) has impacted all fields of the world, especially education. In the AI era, language teaching and learning have changed significantly. While the increasing use of AI tools has brought teachers and learners enormous benefits like enhancing learners’ autonomy, increasing personalized learning, and providing immediate feedback, it also raises many concerns related to ethical issues such as reduced authentic learning, academic dishonesty and cheating, overreliance on AI, and reduced authentic learning. To explore teachers’ strategies for preventing students’ misuse of generative AI in English language teaching, the study, which is grounded in the six core ethical principles including honesty, fairness, respect, responsibility, integrity, and transparency was conducted. The qualitative approach was selected for the study with the in-depth interview as an instrument. Participants are lecturers of English, who have experience in using AI in teaching The findings reveal that lecturers conceptualized academic dishonesty involving generative AI in slightly different ways, but they shared very similar challenges in preventing students’ misuse of AI in language learning. Strategies like teaching students the right way of AI use, redesigning learning tasks with a focus on higher-order-thinking skills and raising students’ awareness of AI use disclosure are suggested for an efficient and ethical adoption of AI in language learning.
Key words: AI, English language teaching, ethics
