Topic: Technology and Innovation | How to embed AI ethically in the language classroom by providing pedagogical principles
Presenter: Ali Caszadeh Mataki
Presentation details
The main goal of implementing Artificial Intelligence (AI) in English Language Teaching (ELT) is to equip learners with the capacity to be critical and ethical digital citizens in the modern world (Reiss, 2021). This presentation outlines a proposed pilot framework that seeks to provide educators with an effective approach on how to embed AI ethically in the language classroom by providing pedagogical principles and clear plans for actions.
The framework includes three parts: scenario-based learning, reflective tasks, and curricular integration strategies. The preliminary results seem to be promising since they are based on a study of 50 upper-intermediate EFL students and also consider pre-and post- task evaluations. Pre-task and post-task evaluations showed that around 30% of the students have been able to more accurately identify AI biases and the associated ethical dilemmas. Visuals, including annotated student work, reflective outputs, and infographics will explain the pedagogical design.
The framework stands on the transformative pedagogy and critical digital literacy theories, (Akgun & Greenhow, 2022), and revolves around the notion of enabling the students to be autonomous and also to integrate ethics into their decision-making. In the same vein, transformative pedagogy provides insight into reflective tasks by supporting self-directed learning, while scenario-based tasks are informed by critical digital literacy.
The participants will receive a toolkit, including ready-made templates for reflective tasks and guides for scenario design. This framework helps the students to balance technical proficiency and relate it to ethical decision-making, thus, promoting a proactive engagement with AI in language education.
About the presenter
Ali Caszadeh Mataki is a Ph.D. candidate and Senior Instructor at Middle East Technical University, Northern Cyprus. With twenty-one years of teaching and teacher-training experience, he specializes in post-method and transformative pedagogy, focusing on learner autonomy, motivation and engagement.
He has presented at IATEFL SIG (2023, 2024) and FoELT Trinity College (2024), and his proposal on teacher development was selected for presentation at the IATEFL International Conference 2025. His work also explores innovative, inclusive teacher-development models.