Empowering Educators: Integrating AI Tools for Personalized Language Instruction

This book examines the use of AI technology, particularly ChatGPT, into English language education. This 15-chapter anthology examines the pedagogical, ethical, and cognitive aspects of AI-enhanced instruction, utilizing research from Vietnam and global contexts. Section I (Chapters 2–8), AI Integration in Language Teaching and Learning, analyzes the role of AI in language instruction and acquisition, encompassing emotional intelligence, rubric-based assessment, IELTS preparation, and educator identification. Section II (Chapters 9–13), AI-Enhanced Language Learning Skills and Practices, examines AI-augmented language learning methodologies, addressing vocabulary acquisition, learner independence, and chatbot-assisted education. Section III (Chapters 14–15), AI in Translation and Support Systems, examines artificial intelligence in translation and academic assistance systems. The book emphasizes the transformative potential as well as the dangers of excessive dependence, academic misconduct, and insufficient teacher training. Highlighting ethical integration and human–AI collaboration, it offers pragmatic ideas for educators, academics, and policymakers. Empowering educators envisions AI as a strategically—augmenting, not supplanting—teachers in the establishment of sustainable and inclusive language learning settings.

Overview of Empowering Educators: Integrating AI Tools for Personalized Language Instruction.- Employing Artificial Intelligence to Foster Moral Emotions in English Language Education: A Review.- Optimizing ChatGPT-Assisted Evaluation of Vietnamese English Majors’ Research Proposals: A Tree-of-Thought and Rubric-Based Approach.- Integrating AI Tools in IELTS Writing: A Case Study from Teachers’ Perspectives on Personalized Instruction.- Investigating Vietnamese Undergraduates’ Strategies in Using ChatGPT for Writing.- Human-AI Collaboration in Vietnamese Students’ Argumentative Writing: A Mixed-Methods Study.- EFL teachers’ identity tensions and transformation in AI-driven teaching in China: a dialogical approach.- AI-powered Tools in Lesson Planning Process: Voices from EFL Novice Teachers.- Teachers' Perspectives on Employing Diffit for AI-Assisted EFL Reading Tasks.- Employing AI Tools for Vocabulary Acquisition  and Autonomous Learning.- AI Tools for Language Learners: The Promotion of Learning Independence or Reliance.- Exploring the Impact of ChatGPT on Non-native Learners of Arabic Language: Challenges and Opportunities.- Application of AI Tools in Translation Practices: Benefits and Challenges.- Evaluating Academic Support Services in the Age of AI: A Framework for Design Effectiveness and Digital Integration.

Assoc. Prof. Dr. Pham Vu Phi Ho, Industrial University of Ho Chi Minh City, Vietnam, used to be Vice-President of Ba Ria – Vung Tau University and Vice-President at Van Hien University, Vietnam. Pham has published more than 70 research articles in both local and International journals (20 Scopus/14 ISI), such as computer-assisted language learning, SAGE Open, System, and Journal of Psycholinguist Research, 10 books and course-books, and 2 edited books. He is Vice-President for Administrative Affairs of AsiaCALL and Managing Editor of its online journal. Pham is a managing editor of the journal CALL-EJ (Scopus Q1). He is now Editor-in-Chief of the International Journal of TESOL and Education. He is Editorial Staff for the Suranaree Journal of Social Science (Scopus) and Peer Reviewer for some international journals indexed in ISI/Scopus such as computer-assisted language learning, Open Sage.

Professor Dr. Andrew Lian is Professor of Foreign Language Studies, School of Foreign Languages, Suranaree University of Technology, Thailand. He specializes in the methodology of teaching foreign/second languages and has had a special interest in the uses of modern technology to enhance learning since the late 1970s. Previous to this appointment, he was Professor and Chair of the Department of Foreign Languages and Literatures at Western Illinois University in the United States. Prior to that, he had been Professor of humanities and Director of the Center for the Study of Languages at Rice University, Houston, TX, USA, and Professor and Head of the School of Languages and International Education at the University of Canberra in Australia. He has held further Professorial appointments and been Head of Department in two other universities in Australia (James Cook University and Bond University).

Dr. Ania Lian is Senior Lecturer in education (teaching and learning), Charles Darwin University, Australia, Vice-President for research and innovation, and Chief Editor of the AsiaCALL Online Journal. Since 1993, Ania has held positions at various universities in Australia, with her work focusing on the uses of technology in second language learning and in education in general, including software development. She has also worked at the National Policy Office of the Council on the Ageing in Canberra and has a history of working on a voluntary basis with the wider community on sustainability projects within the framework of the Queanbeyan Business Council, NSW. Ania has been Keynote Speaker at a number of academic conferences both in Australia and in Asia, where she engages in building collaborative networks between CDU and other universities, with the aim of expanding the international focus of all involved. 

Professor Dr. Jeremy White is Professor in the College of Information Science and Engineering at Ritsumeikan University, Japan. He has taught English as a Foreign Language (EFL) in Japan for the past 20 years. He earned his Ph.D. from Kyoto University; his dissertation research was related to Minecraft and task-based learning to encourage English language communication. Prof. Dr. Jeremy White is Editor-in-Chief of the Computer-Assisted Language Learning Electronic Journal (CALL-EJ) (Scopus-Q1). Professor Dr. Jeremy White is also Editor-in-Chief of the International Journal of AI in Language Education (IJAILE) published by the ICTE Press.