Transforming Language Teaching in the Age of Generative AI

A look into an upcoming book on audio and video-based teaching in the age of generative AI by Prof. Eric Friginal and Prof. Jenifer Ho. As teacher-researchers at the Department of English and Communication (ENGL), our expertise lies at the intersection of language teaching and learning, communication, and technology. We have embraced the mission to transform language teaching through audio, video, and AI technologies by sharing our insights and experiences with language teachers. In our upcoming book, Effective Audio and Video-Based Language Teaching Practices in the Age of Generative AI (Routledge), we aim to provide a hands-on guide for language teachers seeking to enhance their language teaching and assessment practices by incorporating audio and video-based technologies in the design of teaching materials and assessments, with the assistance of Generative AI in material creation. The book offers practical strategies to empower teachers to become content creators without requiring advanced technical skills. The rapid advancement of digital technologies has brought unprecedented changes to language teaching. The move from traditional classrooms to hybrid learning environments, the emergence of digital technologies and social media platforms, and the revolutionary development of Generative AI have placed new demands on teachers to become open to new possibilities in language teaching and assessments. No longer the sole gatekeepers and transmitters of knowledge, language teachers now play a crucial role as facilitators co-constructing knowledge with students. The rise of Generative AI, in particular, is transforming the landscape of language teaching. It challenges language teachers to rethink language teaching and assessment practices to prepare students for the evolving communicative demands which includes the effective use of technologies and multimodal resources to communicate. This shift underscores the urgent need for teachers to integrate technologies - especially audio and video-based tools that mirror the kind of media learners engage with in their daily lives - into language teaching materials to create authentic language learning environments. This change calls for the expertise of applied linguists to provide practical guidance for teachers in navigating this complex terrain. This book is a call to action for language teachers to embrace technologies that bring innovation to language teaching and assessment practices, thereby nurturing students to be ‘future-ready’ in this rapidly changing world. Instead of viewing technologies as replacing language teachers, we remain confident in our leading role in empowering language teachers and learners to harness the potential of technology through our cutting-edge research.  ** Using the text provided above and uploaded to an AI video platform (HeyGen), a podcast-style interview was generated, as shown below. This AI technology can transform a written piece into a simulated TV interview using just a brief excerpt. While the results aren’t perfect and may contain some errors, the process of design and creation has been drastically accelerated by AI.

Interview with Prof. Phoebe Lin on GenAI-Enhanced L2 Writing Pedagogy

 1. What motivated you to develop a GenAI-enhanced L2 writing pedagogy? My motivation stemmed from recognising the transformative potential of GenAI tools like ChatGPT in language learning. Initially, many viewed GenAI as a simple productivity tool, but I saw an opportunity to integrate it more meaningfully into the writing process. I wanted to move beyond ad-hoc prompt engineering tips to create a structured pedagogy that leverages GenAI to enhance the cognitive and creative aspects of L2 writing. 2. How does your GenAI-enhanced L2 writing pedagogy differ from traditional approaches? Traditional L2 writing instruction often focuses heavily on grammar and vocabulary. However, in the GenAI era, these aspects have become less critical as AI can handle them efficiently. My pedagogy shifts the focus to content creation—encouraging students to develop original, thought-provoking, and logically structured ideas. GenAI acts as a conversational partner, helping students refine their thoughts while maintaining the authenticity and originality of their work. 3. Can you describe the structure of your GenAI-assisted writing course? The course runs for seven weeks and is designed around a process-writing approach. It begins with an introduction to GenAI-enhanced writing, followed by stages where students submit essay ideas, practice GenAI-assisted writing strategies, and receive personalised feedback. Key features include open sharing of ideas on platforms like Padlet, one-on-one consultations, and a strong emphasis on content originality over linguistic perfection. 4. How did students respond to using GenAI in their writing process? Responses varied, but there was a notable positive shift by the end of the course. Initially, some students were sceptical, viewing GenAI as a potential threat to human creativity. However, as they engaged with the pedagogy, many found that GenAI helped them organise their ideas, eliminate redundancies, and reduce writing anxiety. By the end of the course, a majority of students appreciated GenAI’s role in enhancing their writing process. 5. What challenges did you encounter when integrating GenAI into your writing pedagogy? One of the primary challenges was addressing misconceptions about GenAI’s capabilities. Some students initially relied on GenAI to generate entire essays, leading to uninspired and generic content. I had to emphasise that GenAI should be used to support, not replace, the writer’s original thinking. Another challenge was ensuring students developed the necessary skills to critically evaluate GenAI’s feedback and outputs. 6. How do you address concerns about academic integrity when using GenAI tools? I encourage transparency and ethical use of GenAI. The key is to treat GenAI as a tool for brainstorming and refining ideas, not as a ghostwriter. In my courses, students are expected to disclose how they used GenAI in their writing process. This approach fosters a healthy relationship with technology, where students leverage its strengths while maintaining their academic integrity. 7. In what ways has GenAI changed the landscape of L2 writing education? GenAI has levelled the playing field by reducing barriers related to grammar and vocabulary proficiency. This shift means that students are now evaluated more on the quality and originality of their ideas. It has also introduced new pedagogical strategies, such as using GenAI for interactive brainstorming sessions, which can make the writing process more engaging and less intimidating for L2 learners. 8. What future directions do you see for GenAI in L2 writing pedagogy? I envision more personalised and adaptive GenAI tools that can cater to individual learners’ needs, offering tailored feedback and guidance. There is also potential for integrating multimodal features, such as voice interactions and real-time feedback on non-verbal cues, to further enhance the writing process. Ultimately, the goal is to create a dynamic, student-centred learning environment where GenAI complements and amplifies human creativity.

Roman Empire Metaverse Simulation - a Teaching Development Grant Project on AI

Traditional history education often relies on textbooks and lectures, which limit student engagement with historical events and innovations. The absence of interactive learning methods makes it difficult for students to engage in critical thinking about historical decision-making, technological advancements, and their broader societal impacts. The Roman Empire Metaverse Simulation, developed in Classlet, introduced an interactive approach to history learning by integrating AI-driven mentorship, scenario-based inquiry, and multimodal learning methods. Students engaged in structured activities, interacting with AI avatars representing Dio Cassius, Seneca, and Emperor Vespasian to explore Roman architecture, ethical trade-offs, and cultural influence. The AI avatars acted as dynamic guides, adapting their responses based on student input and prompting critical thinking. One student noted, "It's great that they also ask you questions, which leads to more thought and discussion," while another appreciated the game-like interactivity, stating, "It is interesting as the way of interacting with the NPCs is like playing a game." The simulation also integrated 3D object manipulation and artifact analysis, allowing students to examine Roman engineering principles hands-on, rather than passively absorbing content. Through these immersive interactions, students engaged in reflective decision-making, historical comparisons, and experiential problem-solving, strengthening their understanding of Roman society’s complexities. Students responded positively to the interactive and inquiry-driven format, highlighting its engaging, self-paced nature and stronger retention through gaming-based learning. One participant stated, "It’s easier for me to memorize information through gaming—it’s more immersive and interesting." The integration of AI-driven discussions and multimodal exploration provided an adaptive learning experience, encouraging independent reasoning and personalized engagement with historical content. Survey results showed ease of use at 4.00/5, engagement at 3.75/5, and perceived usefulness at 3.71/5. However, some students noted challenges with navigation and response lag, suggesting areas for refinement. By combining AI-driven inquiry, decision-based exploration, and hands-on artifact engagement, the Classlet simulation bridged the gap between passive history education and active historical analysis. Future developments will enhance AI responsiveness, refine interface usability, and expand contextual learning pathways to further support critical thinking, engagement, and adaptability in historical education. The project is led by Prof. Renia Lopez, with Prof. Phoenix Lam, and Ivan Lau as the co-investigators.

Interview with Prof. Daisy Zou on AI-Driven Learning and Cognitive Engagement in Humanities

1. How do you see AI transforming cognitive engagement in learning, particularly in the humanities? AI has the potential to reshape cognitive engagement by making learning more interactive and adaptive. In traditional humanities education, students often engage with static texts and lectures. AI-driven tools, particularly chatbots, can: Facilitate active learning by prompting students with Socratic questioning. Provide immediate cognitive scaffolding, helping learners make logical connections. Encourage deeper processing by engaging students in real-time, structured debates. In chatbot-based logic learning, we observed that students who interacted more actively with AI experienced higher levels of cognitive immersion, leading to stronger retention of logical principles.  2. How do chatbots contribute to self-regulated learning? Chatbots empower learners by promoting self-regulated learning in several ways: Metacognitive support: AI can prompt students to reflect on their reasoning processes. Cognitive engagement: Through structured exercises, learners actively construct knowledge rather than passively receiving information. Personalised feedback: AI adjusts explanations based on learners’ responses, helping them identify gaps in understanding. Our study found that students who used chatbots for logic training developed stronger self-monitoring skills, which helped them refine their writing independently.  3. Your research suggests that chatbot-based learning can lead to a state of “flow.” Can you explain what this means and why it matters? Flow is a state of deep engagement where learners feel fully absorbed in an activity. In AI-assisted learning, flow is triggered when: The task difficulty matches the learner’s ability level. Clear goals are set, so learners know what to achieve. Instant feedback maintains motivation. Our study showed that playability and skill-challenge balance were key factors in maintaining flow in chatbot-based learning. Students who entered this state performed better in logical reasoning and reported higher enjoyment in learning.  4. What role does AI play in developing argumentation skills in non-native English speakers? Many EFL learners struggle with structuring arguments logically. AI can bridge this gap by: Providing structured templates that guide students in forming coherent arguments. Detecting logical inconsistencies and prompting learners to revise weak points. Simulating debates where students practice rebuttals and counterarguments. We found that AI-enhanced training improved students’ ability to construct well-reasoned arguments, particularly in recognising flawed reasoning patterns.  5. One of your studies compares chatbot-based learning with traditional web-based learning. What were the key findings? We compared chatbot-based learning to traditional website-based instruction for logical fallacy training. Key findings included: Chatbots were more effective in improving motivation and engagement. Websites provided better structured information retrieval but lacked interactivity. Students using chatbots reported higher autonomy and confidence in identifying logical fallacies. While websites allowed students to review content at their own pace, chatbots actively guided learners through reasoning exercises, making learning more dynamic.  6. Can AI improve writing quality beyond grammar correction? Absolutely. Many AI tools focus on surface-level grammar correction, but AI-driven learning can enhance deep-level writing skills by: Encouraging logical coherence: AI highlights gaps in reasoning. Providing targeted feedback: Instead of generic suggestions, AI tailors feedback based on a learner’s argument structure. Enhancing critical thinking: AI poses counterarguments, prompting deeper analysis. In chatbot-based writing training, students not only wrote more accurately but also developed stronger argumentative reasoning over time.  7. How do learners emotionally respond to chatbot-assisted learning? Many assume AI-driven learning is impersonal, but our research suggests otherwise. Chatbots can foster emotional engagement through: Conversational interactions that reduce writing anxiety. Encouraging prompts that keep learners motivated. Adaptive responses that make learning feel personal. Students in our study reported that chatbot-assisted learning felt like an ongoing dialogue rather than a rigid instruction process, making them more comfortable experimenting with new ideas. 8. What future innovations do you foresee in AI-enhanced humanities education? Looking ahead, AI will likely: Integrate emotion-aware technology, adapting responses based on student engagement. Enable multi-modal AI learning, combining text, voice, and visual cues. Provide real-time argument assessment, helping students refine their reasoning dynamically. These advancements will not replace human educators but enhance personalised learning experiences, making education more adaptive and interactive.  This interview showcases Prof. Daisy Zou’s pioneering contributions to AI-enhanced learning, highlighting cognitive engagement, self-regulation, emotional response, and future innovations in AI-driven humanities education.

International acclaim: ENGL scholars receive prestigious awards

The International Association of Language and Social Psychology (IALSP) awarded two academic staff members of our Department for their achievements and contributions. Prof. Hans Ladegaard received the Robert C. Gardner Award for Outstanding Research in Bilingualism 2024. This award was presented to him (in absentia) at the Association's international conference at the University of Tallinn, Estonia, in June 2024. The award, given biennially, celebrates a scholar's exceptional, sustained, and currently active research on bilingualism, ethnic relations, intergroup communication, acculturation, and ethnic stereotypes. Prof. Bernadette Watson, Honorary Professor, was honoured with the Howie Giles Mentorship Award 2024. This award recognises mentoring as an essential scholarly activity and celebrates scholars who perform this duty with excellence. Winners of this award are distinctive not only for mentoring scholars at the beginning of their academic journey (e.g., graduate students) but also for providing support and guidance to scholars across their career trajectories. Prof. Ladegaard expressed his gratitude, stating, "I'm very happy and proud to have been given the Robert C. Gardner Award; this was a pleasant and unexpected surprise! Thank you to the colleagues in the Association who nominated me, and thank you to the Executive Board for giving me the award. I assume it was given to me first and foremost because of my work for and with migrant domestic workers in Hong Kong, and I'm very happy that their plight has also been recognized through this award." Prof. Bernadette Watson shared her humility and pride upon receiving the Howie Giles Mentorship Award, "I felt both humble and proud. Humble because my current and previous students, as well as early career academics in Hong Kong and Australia, had taken the time to nominate me. I am proud to know and continue to work with these active and enthusiastic academics. Thank you to everyone who put my name forward." Let's applaud Prof. Ladegaard and Prof. Watson for their achievements and contributions!

AI@ENGL, Message from the Head

Applied Corpus Linguistics: A Synergy of Corpora and Generative AI As the pace of technological innovation reshapes how we teach, learn, and analyze language, the Department of English and Communication (ENGL) at The Hong Kong Polytechnic University has taken a leading role in fostering dialogue between tradition and innovation. In my dual capacity as Editor-in-Chief of Applied Corpus Linguistics (ACORP) and Head of ENGL, I am proud to reflect on our journal’s initiative to feature short communication pieces on the intersection of corpora and generative AI approaches. The inspiration for this feature emerged from a pressing need to bridge two seemingly disparate worlds: the empirical rigor of corpus linguistics, with its roots in analyzing real-world language data, and the transformative potential of generative AI, which is redefining how learners and researchers engage with language. While corpus methods have long provided a bedrock of authenticity—revealing patterns in vocabulary, grammar, and cultural nuance—generative AI tools like ChatGPT or DeepSeek offer unprecedented opportunities for personalized, interactive language practice. Yet too often, these fields have advanced in parallel rather than in conversation. Our goal was to create a platform where scholars could explore their synergies, confront their tensions, and chart a collaborative path forward. Since this ACORP feature’s launch in 2023, we have published concise, impactful contributions from leading scholars, including members of our editorial board and global experts. Prof. Phoebe Lin of ENGL contributed an important piece entitled ChatGPT: Friend or Foe (to Corpus Linguists?). These contributions illustrate how corpus data can ground AI tools in authentic language use, ensuring that generated content—whether for business negotiations, essay feedback, or vocabulary drills—reflects real-world communication. Yet the initiative has also sparked candid discussions about challenges. Generative AI’s “black-box” opacity raises questions about accountability: How do we ensure that AI-generated language advice aligns with corpus-validated norms? How do we address biases embedded in training data, which may exclude regional dialects or perpetuate stereotypes? Contributors have argued for ethical frameworks that prioritize transparency, urging developers to document corpus sources and educators to critically evaluate AI outputs. These debates resonate deeply in Hong Kong’s multilingual context, where language education must balance global English standards with respect for local linguistic identities. Practical hurdles also persist. While large institutions increasingly adopt AI-driven tools, resource constraints can leave smaller programs behind. Our feature has highlighted this divide, with scholars calling for open-access corpora and collaborative models to democratize innovation. Such efforts align with our department’s commitment to inclusivity, as seen in our research on AI-assisted language learning for second-language speakers of English and our partnerships with regional educators. Looking ahead, the feature will delve into emerging frontiers. How might multimodal corpora—integrating text, speech, and gesture—train AI to teach paralinguistic skills like persuasive delivery or intercultural body language? Can AI help track linguistic shifts in real time, using social media corpora to dynamically update teaching materials? Contributors are already exploring these questions through projects that blend expertise in corpus-assisted communication studies with cutting-edge AI development. This synergy between corpora and generative AI reflects a broader ethos within ENGL and our journal: one that embraces technological change without compromising scholarly rigor. By fostering interdisciplinary collaboration—between linguists, computer scientists, and educators—we are shaping tools that enhance human creativity rather than replace it. As we move forward, we remain committed to interrogating both the promises and pitfalls of this integration. ENGL hopes to continue leading by example, hosting workshops on corpus-informed AI pedagogy and supporting student-led innovations. In July 2025, we will host an AI in Education Summit for the Education Bureau of Hong Kong, and several ENGL staff and researchers are pursuing important initiatives in this domain. In a field often polarized between techno-optimism and skepticism, I believe that ENGL offers a third way: one where innovation is driven by evidence, ethics, and a shared dedication to empowering learners. As educators and researchers at the forefront of this movement, we are not merely observers of change—we are its architects. Access the ACORP Journal from HERE.

PhD student Rachel LI Xinrui honoured with the Best Presentation Award at PRSC 2024

Our PhD student Rachel LI Xinrui was honoured with the Best Presentation Award at the 2nd PolyU Research Student Conference (PRSC 2024), held on 29-30 August 2024 for her presentation "Small talk in academic workplace: time-wasting or work facilitator?". This accolade is a testament to Rachel's dedication and academic excellence, marking the second consecutive year that a PhD student in our Department has achieved this honour. We extend our heartfelt congratulations to Rachel for her outstanding achievement and also to our PhD students Amy Bao and Amber Wang, who represented our Department at this Conference. About the PolyU Research Student Conference (PRSC) The PRSC, hosted by the Graduate School of PolyU, is a flagship event promoting innovative and high-quality research. It provides an excellent opportunity for Research Postgraduate (RPg) students and the students of the College of Undergraduate Researchers and Innovators (CURI) at PolyU to present their research work and findings, network with peers, and establish a collaborative research community.

New publication on protecting the public's health during novel infectious disease outbreaks

Explore this insightful Cambridge Element by our Prof. Louise Cummings, published by Cambridge University Press. The work delves into two significant public health crises: the emergence of bovine spongiform encephalopathy (BSE) in British cattle and the COVID-19 pandemic. It contends that a group of arguments called the informal fallacies functioned as cognitive heuristics and facilitated public health reasoning during both crises. These arguments, which include the argument from ignorance, the argument from authority, and circular argument, are particularly well adapted to the type of uncertainty that surrounds the emergence of novel infectious diseases.  By bridging gaps in knowledge, these arguments can facilitate reasoning when evidence about these diseases is limited and the need to take action is urgent. The Element charts a public health journey beginning in the 1950s with a disease called kuru, then examines the response to the emergence of BSE in 1986 and extends to the present day with the COVID-19 pandemic.  Open access to the publication from HERE.

Prof. Hu Guangwei and Prof. Li Shaofeng ranked among the World’s Top 2% Most-cited Scientists

We are pleased to announce that Prof. Hu Guangwei and Prof. Li Shaofeng have been honoured among the World's Top 2% Most-cited Scientists in the newly-released 2024 Stanford/Elsevier list. Prof. Hu and Prof. Li have been recognised for their exceptional achievements in the field of Communication and Textual Studies, specifically within the sub-theme of Languages and Linguistics. At the same time, Prof. Hu is ranked 45th worldwide in the field. Their consistent excellence in advancing our understanding and application of communication theory and practice has profoundly impacted the academic community and beyond. This international recognition highlights the outstanding research, dedication, and intellectual contributions of Prof. Hu and Prof. Li. Their inclusion in this elite list of scholars is a source of immense pride and inspiration to  our Department. We extend our heartfelt congratulations to Prof. Hu Guangwei and Prof. Li Shaofeng. Let us celebrate their significant achievements and continue to support their invaluable contributions to the academic world.   About the Stanford/Elsevier List The World's Top 2% Most-cited Scientists lists, compiled by Stanford University, acknowledge both lifetime achievements and recent research contributions. Over 100,000 leading scientists globally are categorised into 22 subject fields and 174 sub-fields. The lists utilise various indicators, including citations, scientific research output, and a composite measure of citation impact, covering data up to the end of 2023.  

Building bridges through debate: PolyU Debate Club’s 12-day journey in Bangladesh (2-13 June 2024)

The PolyU Debate Workshop, sponsored by our department's English Debate Club, was held at the Presidency International School in Bangladesh over a span of 12 enriching days from 2-13 June 2024. From insightful discussions and games to spirited debates, the resounding feedback from the workshop participants has been positive. Witnessing students' curiosity and enthusiasm throughout the workshop was truly inspiring. With 22 secondary school students actively participating in the workshop, the collaborative efforts and dedication showcased by the members of the English Debate Club, who are PolyU students themselves, have undoubtedly contributed to the great success of this event, which has been met with great appreciation from both the participating students and the local school authorities. The encouragement and support the PolyU Debate Workshop received is an inspiration for future educational initiatives and endeavours.