“I Want Others to Know:” Digital Storytelling as Participatory Multiliteracies Pedagogy for Refugee Adults

Hauber-Özer M., Leavitt, K., 2026. “I Want Others to Know:” Digital Storytelling as Participatory Multiliteracies Pedagogy for Refugee Adults. Journal of Adolescent & Adult Literacy 70, (2)

This article reports on a community-based participatory research partnership that serves a small refugee population in a welcome centre in the US Midwest. The program delivers a combination of group language classes and computer-based self-study. It uses a variety of pedagogies, using the learners’ lives as the basis for the curriculum. The authors note that often refugees are seen as traumatized, vulnerable and passive, not resilient, capable or having agency. They refer to Refugee Critical Race Theory and provide a few examples of these deficit narratives in books about refugee children. They then give an example of a story written by a child that vividly includes some of the hardships he faced alongside  his love of soccer.  They extended this theory to a community-based participatory research projects with adults, finding stories that the adults in their program wanted to tell about themselves.

The study looked to answer this research question:

“How do participatory arts-based methods enable refugee adult learners to challenge dominant narratives of forced migration and produce counter-narratives grounded in their lived experiences.”

Over the course of the project, the learners used a range of technology including photovoice, digital storytelling, poetry and film-making. As the project began, participants brainstormed topics of interest including family, learning English, and food. They then took photographs and made recordings; they learned how to transfer these products from their phones onto computers to tell their own stories.

The authors cite scholars who have enumerated some of the skills that are developed using photovoice and digital storytelling. These include improving print and digital literacy skills, while presenting stories orally improves pronunciation and fluency and increases confidence and motivation. In addition to the language skills the learners developed and used to create their stories, they also were able to create meaning from their lives.  

Retrievable from:

https://ila.onlinelibrary.wiley.com/doi/10.1002/jaal.70062

Our bots, ourselves: An argument for the importance of online teacher training in ESL

2026. Our bots, ourselves: An argument for the importance of online teacher training in ESL.  Minnetesol Journal, 42 (1)

This short article offers a compelling argument for the provision of educational technology and online teaching training for pre-service teachers in general education and in language instruction.

Although the context of this article is general and ESL teaching in Minnesota the article has relevance for instructor training in the settlement language field in Canada.  Instructors had to adapt quickly to teaching online during the COVID emergency; this disruption, although challenging, revealed the opportunity to provide enriched, real world, and flexible learning opportunities for language learners. It also underlined the need to provide pre-service and in-service instructors with focused training in educational technology and teaching online to support in them in their teaching careers, and in providing a range of learning opportunities for learners. 

The author argues learning how to teach online is critical for language instructors as their students will require support to learn effectively in an online learning environment. Furthermore, it is more than likely that language instructors will be required to teach in multiple modalities over the course of their teaching careers. They will need to be proficient in teaching online and in hybrid learning environments as well as in using educational technology with a focus on pedagogy rather than technology tools.

The author concludes that instructor technological and online competence will need to be considered at the same level as methodologies and assessment to ensure that instructors have the necessary skills to provide high-quality learning opportunities and to have successful teaching careers.

Retrievable from: https://minnetesoljournal.org/our-bots-ourselves-an-argument-for-the-importance-of-online-teacher-training-in-esl/

TESOL Teacher Educator Emotion on GenAI and Expertise Development

Roose, T. M., and J.-A. Hwang. 2026. “ TESOL Teacher Educator Emotion on GenAI and Expertise Development.” TESOL Journal 17, no. 3: e70147. 

This research brief asks, “In what ways do TESOL teacher educators’ emotions toward Gen AI technologies influence the development of their adaptive expertise in integrating Gen AI into language education?”. The study took place in a TESOL teacher training course and provides insight into both the trainers’ and the teacher candidates emotions as they develop their expertise on Gen AI. It is important to note that Gen AI was introduced to the public in November 2022, so the context of the study is a period of rapid technological development.

The study presents an analysis of the emotions expressed about the advantages, concerns and limitations of Gen AI as seen and discussed by a teacher educator, a guest speaker on Gen AI and teacher candidates during two sessions of the teacher training course. The authors draw on Kleres’ methodological framework: Emotions and Narrative Analysis: A Methodological Approach [who acts how to whom and what happens? P. 190]

In the study the teacher educators also express their feelings of lack of expertise yet feel it is important to include discussions of Gen AI in their courses because of its potential in language education.

The brief concludes that it is important to examine the emotions of educators as they present a controversial technology such as Gen AI, while raising awareness and encouraging critical discussion and ongoing exploration.

Retrievable from : https://onlinelibrary.wiley.com/doi/10.1002/tesj.70147

AI-enhanced foundation skills training: A case study of MyAMES Chat

Le, L., Hayes, L., Reynolds, C.R., Tran, T. (2026). AI-enhanced foundation skills training: A case study of MyAMES Chat. TESOL in Context. 35 (2).

This study describes and examines the development and implementation of MyAMES Chat, an AI-powered, mobile-friendly learning tool that provides language learners with the opportunity to engage in pronunciation practice, vocabulary building and employability-focused speaking tasks outside the classroom. MyAMES Chat, co-designed and developed by AMES Australia and Getmee – an Australian  ed tech company – was  aligned with  the  Australian Core Skills Framework (ACSF) and Core Skills for Work (CSfW).

These key features of the development and of MyAMES Chat offer a potentially useful model for the use and integration of AI in settlement language classes:

  • a strong focus on pedagogy,
  • iterative development with feedback from classroom instructors,
  • alignment with curriculum frameworks,
  • the role of classroom instructors in providing ongoing orientation and support to learners using the app,
  • the emphasis on privacy and data security,
  • the linkage of practice sessions in the app to classroom learning activities.
  • iterative development with feedback from classroom instructors,
  • alignment with curriculum frameworks,
  • the role of classroom instructors in providing ongoing orientation and support to learners using the app,
  • the emphasis on privacy and data security,
  • the linkage of practice sessions in the app to classroom learning activities.

In the iterative co-design and implementation of MyAMES Chat, all decisions about curriculum alignment, teacher workflow, learning outcomes and task types were made by AMES Australia while Getmee developed the product based on these requirements and on feedback from classroom instructors.

The study addresses three questions: 

  1. How do adult EAL learners use the MyAMES Chat app outside class? 
  2. What benefits and limitations do learners and teachers report for pronunciation and interview communication? 
  3. What design and implementation considerations support responsible, scalable integration of this app in foundation skills programs?

The MyAMES chat was explicitly linked to classroom learning. Introduction and orientation to the use of the app was provided by instructors in the classroom and specific classroom learning activities were connected to practice activities in the app.

The short repeatable speaking tasks in the app, typically 5-10 minutes long, were designed to provide learners with the extra practice they often need with pronunciation that focuses on their intelligibility rather than their accent. Because there is an employability component in the program, learners also completed tasks meant to increase confident speaking in employment interviews and workplace communication. The app gave timely routine feedback to these repeatable “rehearsal” tasks, but instructors’ judgment and feedback was also given. Instructors remained responsible for assessment.

The majority of responses to a learner survey on the usability and usefulness of the app were positive. Respondents reported an increase in confidence in speaking, and in feeling better-prepared for employment interviews. While the overall learner response to the use of the app was positive, instructors reported that issues and concerns about privacy and data security were of vital importance to learners and were frequently raised in the classroom.

Retrievable from: https://ojs.deakin.edu.au/index.php/tesol/article/view/2333/1856

Integrating digital tools in pronunciation instruction: A repertoire approach

Kaiser, D. (2026). Integrating digital tools in pronunciation instruction: A repertoire approach. In P. Trofimovich, A. Bodea, T.-N. N. Le, R. Suzuki, & C. Teló (Eds.), Proceedings of the 16th Pronunciation in Second Language Learning and Teaching Conference (pp. 1–10). Concordia University, Montreal, Canada, October 2025.

The author grounds recommendations for a repertoire approach to teaching pronunciation within the TPACK framework. Pronunciation content knowledge is represented by phonetics, phonology, etc.; pedagogical knowledge is represented by teaching techniques such as listen and repeat; and technological knowledge includes using recording devices, mobile apps, etc. The combination of these three types of knowledge results in Technological Pedagogical Content Knowledge. This repertoire approach integrates a number of digital tools to provide the best pronunciation teaching and learning experience as instructors and learners use authentic sources in innovative ways.

The author looks at digital tools as teaching options that can be selected based on learners’ goals and contexts. They may not address every pronunciation need on their own, but as part of a repertoire of tools, can provide practice with different types of pronunciation issues. As with many other tech tools, these may not have been developed specifically for language learning, but they have affordances that work well to develop pronunciation skills. The author recommends preparing learners gradually to use one or two tools at a time with the goal of ongoing independent use. In many cases, the tools are at the ready on learners’ phones as free apps or with “freemium” access, free up to a specified number of (daily) uses.

In addition to tools that can help with individual word pronunciation by listening to native English speakers, he also suggests activities that expose learners to a broader range of speakers with a variety of accents in different settings such as when making formal presentations.

The article provides a list of suggested tools with examples of their classroom use along with awareness-building of many features of English pronunciation that go beyond the sound and word level.

Retrievable from:

https://www.iastatedigitalpress.com/psllt/article/id/21298/

Exploring AI literacy practices and capabilities of adult EAL learners from migrant and refugee backgrounds

Tour, E., Creely, E., Barnes, M., Henderson, M., Waterhouse, P., Pegrum, M., & Agudelo Pena, M. (2026). Exploring AI literacy practices and capabilities of adult EAL learners from migrant and refugee backgrounds. Language Teaching Research, (Published Online February, 2026).

This article reports on and discusses selected findings of a research project on the AI literacy practices and capabilities of adult English as an additional language (EAL) learners from migrant and refugee backgrounds. These findings are from a large mixed-method study exploring the uses of generative AI within one Australian government-funded adult education program.

Given the ever-increasing impact of AI technologies in daily life, in education and learning, and in the workplace the authors contend that there is a critical need to include AI literacy in language learning programs.

The article includes an extensive literature review offering useful insights into AI literacy particularly in the higher education sector and reveals the relative lack of research on AI literacy and uses in migrant and refugee populations.

The article addresses the following research questions:

What are adult EAL learners’ everyday AI literacy practices?

What do their everyday practices with generative AI reveal about their AI literacy capabilities?

The researchers employ a sociocultural model of AI literacy for language learners, centering on human-AI interaction, within a larger sociomaterial framework.

The study found that the majority of the EAL learners who responded to a survey (170) had not yet heard about generative AI or had never used it. Focus group discussions revealed more extensive practices and capabilities than the survey, such as learners who were familiar with, or who were using AI for learning, everyday tasks, leisure or professional activities. Overall, the learners showed what the researchers describe as “fragmented AI literacy capabilities”. The learners using AI could navigate the AI platforms of their choice but their responses indicated an incomplete understanding of how generative AI works and a lack of the functional skills needed to use AI technologies.  Examples are provided from the study. The researchers contend that these findings indicate an emerging “AI divide” in which EAL learners are at risk of limited inclusion or even perhaps exclusion from social and economic participation as the use of AI technologies accelerates across education, employment and personal domains.

They conclude that there is a need for urgent attention to be paid to the development of digital literacy programs to explicitly address AI literacy in EAL programs through the provision of practical, real-life programming to enable learners to gain essential knowledge, skills and AI capabilities to be able to exercise agency in their AI interactions.

Retrievable from:

https://journals.sagepub.com/doi/full/10.1177/13621688251412564

HYFLEX LINC Literacy: Challenges and Successes

Rebaz, J., Lomas, R., (2026). Hyflex LINC Literacy: Challenges and Successes. TESL Contact. 52 (1), pp 22-27.

In this report, the authors describe changes made to a community-based LINC Literacy program in Ontario after COVID. They began to implement a HyFlex model: a hybrid, flexible approach to meeting the needs of a diverse group of learners who can choose to attend classes in-person if possible, virtually, or online following a synchronous or asynchronous schedule. Learners both in the local area and throughout Ontario can attend using a schedule that works for them, whether that is online or in person.

Because the HyFlex model may include a significant amount of digital technology in synchronous and/or asynchronous online learning, the model introduced a role for a “digital navigator”. This person works with learners to assess their digital skills and their tech equipment beforehand, and walks them through what they need to do to log in and participate online as many times as they need to feel comfortable. They provide ongoing support and skill development to learners. This enables learners to participate comfortably online despite physical challenges, childcare issues, bad weather etc. This in turn promotes attendance and ongoing learning. Instructors in this program log in to various platforms and apps as learners, thus having the same experiences as learners do.

The authors describe best practices when working with multi-level learners who may have low literacy skills or low technology skills. They provide examples of using tools available in a number of online applications to provide real time feedback, to review learners’ work, to convey progress and assessment results and to show learners how to collaborate and help each other, whether they are attending in person or online. They recognize that literacy programs have traditionally used paper and pencil materials and address how learners can continue to work with them in online environments.

Retrievable from:

https://contact.teslontario.org/hyflex-linc-literacy-challenges-and-successes/

CompEdu: A Participatory Design Intervention for Digital Literacy and Safety in Refugee Communities

Paljor, Y. , & Decker, A. (2026). CompEdu: A Participatory Design Intervention for Digital Literacy and Safety in Refugee Communities in Bui, T.X. (Ed.), Proceedings of the 59th Hawaii International Conference on System Sciences, pp. 6684–6693.

This article describes and discusses a project to develop and implement CompEdu, a digital literacy and safety platform co-developed with the Karen refugee community in Buffalo, New York, an ethnic minority group displaced by political violence in Myanmar.

Using a community-engaged and participatory design approach and working in close collaboration with the Karen community, the platform is designed to address barriers which are often experienced by refugee and newcomer groups as they work to develop essential digital literacy skills. These barriers include lack of culturally appropriate technology training, lower English language proficiency, lack of experience in using digital devices and platforms in daily life, e.g., access to education, healthcare and public services  all of which now are increasingly  accessed online, as they re-settle in a new country and culture.

In this context the research focused on digital literacy “…not only as technical skill acquisition but as a form of civic empowerment…” (p.6684).

Because many of the users of the platform had limited English proficiency it was developed in simple English and is visually guided including block navigation, clean design, clearly labelled icons and step-by step tutorials to ensure ease of navigability. Based on input from the adult learner participants, who noted that they often called upon their children and other family members for assistance with digital tasks, the platform was designed to be used with others and with resources for all age groups.

The process of developing the digital literacy and safety platform included

● An initial needs assessment with community members through group discussion

 ● Iterative co-design sessions to shape platform content and interface through group discussion and design proposal

● Intermediate review sessions for usability and safety feedback through beta version

● Demonstration and roll out through workshops (p.6686).

CompEdu is available on Karen Society of Buffalo website in the More>Resources Section (How to use your computer efficiently).

Although CompEDU was designed for a particular cultural group, the description of the participatory development process provides a promising model for the development of digital tools to support digital literacy in conjunction with basic English language learning for newcomer groups as they work through the settlement process. 

Retrievable from: https://scholarspace.manoa.hawaii.edu/items/2c652983-76c3-4463-87ec-c1bf9cef679e/full

What’s changed in English Language Teaching?

Motteram, G., & Dawson, S. (2025). What’s changed in English Language
Teaching? A review of change in the teaching and learning of English and
in teacher education and development from 2014-2024. British Council.

This report on a phased (December 2023-March 2024) review of the British Council’s Continuing Professional Development (CPD) Framework for teachers begins by asking, “At the heart of this report lies a simple but fundamental question: what knowledge, skills, behaviours and attributes do teachers need now and for the future?”. Although the foreword to the report talks about how the evidence in the report contributes to a positive learning environment for all children, when 1037 teachers responded to a questionnaire as part of the review, approximately 400 replies came from teachers working in an adult context.

The review identified changes and new trends globally in English language teaching and in English language teacher education through a variety of sources. Although academic literature comprises the main literature, it was recognized that this is not always a good indication of what is actually happening in the field. Thus, blogs and webinars are included as a snapshot of current thinking and trends, despite any possible shortcomings.

These are the four phases of the review:

Phase 1: a review of changes in English language teaching and English teacher education over the last 10 years.

Phase 2: testing consensus of the findings in Phase 1.

Phase 3: revision of the CPD framework based on the findings of Phases 1 and 2.

Phase 4: testing consensus around the revised draft framework and creating the final version of the framework.

The report is followed by a list of references and a group of appendices, including two that show how teachers replied to the questionnaire.

Retrievable from:

https://www.teachingenglish.org.uk/sites/teacheng/files/2025-05/Motteram%26Dawson_2025_What%E2%80%99s_changed_in_English_Language_Teaching%3F.pdf

Exploring Language Teachers’ Perspectives on Hybrid Delivery with Adult Literacy Learners: A Participatory Approach to Developing a Teacher Toolkit

Barker, M., Sampang, P. J., Henry, G., Kazemi, F., Palova, K., & Gonzalez Benson, O. (2025). Exploring Language Teachers’ Perspectives on Hybrid Delivery with Adult Literacy Learners: A Participatory Approach to Developing a Teacher Toolkit. TESL Canada Journal, 42(2), 21–42.

This article presents the findings of a study examining the potential of a hybrid model of language learning to address the language and digital literacy needs of literacy-level language learners in the LINC classroom. This group of learners may have had little or no access to formal education and limited exposure to digital technology and devices.  Instructors need specific support, training, and resources to effectively address the learning needs of these students.

A hybrid learning environment allows students to attend classes in-person or online helping them to overcome barriers to language learning, i.e. childcare needs, employment, proximity to learning centres, and lack of information about where and how to access learning opportunities.  However, the creation and management of such a flexible learning environment presents instructors with unique challenges. They may not have had the digital and pedagogical training to enable them to adapt content to digital platforms, to support the technological needs of literacy learners and to effectively engage them remotely.

The study sought to address this issue by using a participatory approach that would design and develop a teacher toolkit to assist LINC instructors to integrate technology and to transition to a hybrid mode of instruction. The researchers worked closely with classroom instructors to design and pilot a practical toolkit of resources, information, and ideas for use in the classroom.  

The article describes and discusses the iterative process, including pilot testing and successive revisions of : Toolkit for sustainable hybrid instruction for adult literacy learners: Balancing flexibility & structure

In the course of developing the tool kit, participants in pilot testing made suggestions on how to support students in using technology and attending classes online. These included the development of a  “digital on-boarding” course, and the establishment of attendance and participation policies for online learners. The participants also highlighted the need for targeted and specific professional development opportunities for literacy instructors to address digital competencies in managing a hybrid learning classroom.

The authors suggest areas for future research, including pedagogical approaches that support effective technology integration in the literacy-level language classroom, the examination of the effectiveness of specific digital tools and platforms in hybrid instruction. Finally, they suggest the need for increased knowledge sharing of best practices among LINC organizations and instructors to support sustainable hybrid delivery.

Retrievable from:

https://teslcanadajournal.ca/index.php/tesl/article/view/1781/1475

Affordances and limitations of ‘the digital’ for adult migrants with limited or interrupted formal education

Choi, J., Slaughter, Y., (2025). Affordances and limitations of ‘the digital’ for adult migrants with limited or interrupted formal education. TESOL in Context, 34 (2).

This report discusses the findings of an Australian participatory research project with Students with Limited or Interrupted Formal Education (SLIFE) who are engaged with the simultaneous challenge of developing basic literacy skills, language skills, and digital literacy skills. In Australia, as in Canada, adult immigrants must access government-funded programs, services and benefits, and search for employment, usually through online platforms.

Forty-six students participated in the study. They attended government-funded English language classes, and the group was made up of a combination of new and long-term adult immigrants. Learners were grouped according to one of three literacy categories: pre-literacy, learners with some first language literacy, and extended literacy learners.

The report notes that although there is growing research into the everyday use of digital literacy and barriers to social inclusion for refugees and immigrants, there has been less attention paid to how SLIFE use technology as they are developing language and literacy skills or to what their specific needs are.

The study uses a framework developed by Leo van Lier (Awareness, Autonomy, Authenticity) to analyse how differently the three groups use technology as they are also trying to develop English skills. After the authors provide a brief explanation of each of the principles with a focus on their relevance to SLIFE, they pose several critical questions. 

Researchers paid attention to the digital tools that were used across all three groups; difficulties and successes with tools; and interactions between use of tools and language learning. One common theme that they observed was that learners in all groups preferred to use a simple translation tool, even when they could have used a more sophisticated one. Learners in all groups looked for immediate solutions to language problems, rather than using features of tools that might help with language learning. They note that in some cases teachers often provided immediate answers rather than suggesting learning strategies or guidance about how to make better use of the tools. Although many learners  said that the classes were the only chance they had to use English, their teachers, who were co-researchers in the project, indicated that their extensive training and TESOL qualifications hadn’t prepared them to work with SLIFE and they didn’t find it easy to create opportunities in the classroom for authentic communication that was relevant to learners’ lives.

The report includes a comprehensive list of references.

https://ojs.deakin.edu.au/index.php/tesol/article/view/2238

Best practices for online or blended teaching

Geurts, M., Sturm, M. and Premkumar, A. 2025. Best practices for online or blended teaching. TESL Contact, 51, (2). pp.38-46.

This article reports on a mixed-methods research project to build knowledge about effective online and blended language teaching and learning in a Portfolio-Based Language Assessment/Language Instruction for Newcomers to Canada (PBLA/LINC) context. Ultimately the project resulted in the development of a professional development course and a best practices guide to online and blended learning intended for use by LINC instructors.

The project was conducted by ISANS in partnership with NLS researchers and a number of community partner organizations across Canada. The report provides insights into the work undertaken by the researchers as well as by LINC instructors and LINC learners as a practical, holistic, and inclusive tool to support online and blended teaching and learning took shape.

The researchers conducted an literature review and an environmental scan (144 participants) to determine the current extent of online and blended teaching and learning in the LINC community and to identify gaps in support for instructors and needs of learners.  Extensive field research was conducted using surveys, semi-structured interviews and focus groups. (758 learners responded to accessible surveys; 369 learners participated in focus groups; and 61 instructors completed a survey, were interviewed, and participated in the focus groups). Researchers at the community partners provided support for instructors participating in the field research and organized Community of Practice sessions for instructors.

Throughout the field-testing phase participating LINC instructors introduced best practices recommended in the initial Best Practices Guide and provided feedback through checklists and in Community of Practice meetings. This feedback led to modifications and refinements of the Best Practices Guide.

The resulting Best Practices Guide for Synchronous/Blended Learning can be accessed at:

https://avenue.ca/static/Best-Practices-Guide-for-Synchronous-Blended-Learning-v4.pdf

The research team also developed a Professional Development Course consisting of the following topics:

  • Support from Administrators
  • Structuring Your Online Course
  • Being Present Online and Building a Classroom Community
  • Flipped and Blended Learning
  • Goal Setting, Learner Reflection and Feedback Online
  • Administering Valid Assessment Tasks Online

 The professional development course can be accessed either on Avenue or Settlement Online at these locations:

Avenue: https://avenue.ca/classroom/course/view.php?id=6088

(Send an email to apremkumar@isans.ca to enroll)

Settlement Online: https://settlementonline.ca/course/view.php?id=655

To self-enroll in the course, follow the instructions here: https://cdn3.me-qr.com/pdf/21592453.pdf

Retrievable from:

https://contact.teslontario.org/wp-content/uploads/2025/08/Summer-2025-Reduced.pdf

Engaging English language learners in AI literacy practices: A conceptual framework and practical strategies for educators

Tour, E., Pegrum, M., & Macdonald, S. (2025). Engaging English language learners in AI literacy practices: A conceptual framework and practical strategies for educators. ​ English Australia. 41 (1), 27-46. https://doi.org/10.61504/YBUY9086

This report addresses the specific needs of English language learners that arise as they develop AI literacy at the same time they are developing language skills. The authors present a critical overview of emerging definitions and models of AI literacy that have not been designed specifically for this audience. They then introduce a brief overview of a new sociocultural conceptual model of AI literacy that they have targeted to language learning contexts. In addition, they provide two detailed learning units that illustrate how to integrate the model into language classrooms. These units use ChatGPT in an intermediate adult class and DALL-E (an application that creates images from text) in a beginners’ school class.

The model considers four key domains that are inherent in human-AI interaction: operational, creative, critical and contextual. It then explores the teaching implications in the sample lessons.

They present the reality that basic digital skills are no longer sufficient as an end goal. The authors make the point that having a facility with generative AI will help learners remain employable, obtain services from organizations and participate in society. This facility could be restricted to just being able to develop effective prompts to obtain good outputs and then assessing the quality and accuracy of those outputs.

Retrievable from:

https://www.englishaustralia.com.au/documents/item/2748

Teachers’ use of generative AI: a ‘dirty little secret’?

Barnes, Melissa, and Ekaterina Tour. 2025. “Teachers’ Use of Generative AI: A ‘Dirty Little Secret’?” Language and Education, April, 1–16.

This article reports on a study of how a group of English as an Additional Language (EAL) teachers in Australia perceive and use generative AI in their teaching. The article draws on data from a larger study that examined Generative AI in the Australian education system.

The teachers were asked to respond to the following questions:

From your perspective, what are generative AI technologies?

Have you used generative AI in your teaching practices? If so, why and in what con- text? Provide examples.

From your perspective, what are the benefits of generative AI for adult EAL students? (p.6)

The analysis of responses to these questions demonstrated that teachers recognize the potential of generative AI (e.g., ChatGPT, Copilot) to enhance language learning and teaching. However, they also express concerns about when, where, and how it should be used, particularly regarding authenticity, integrity, and ethical implications.

The article discusses these findings through the lens of a framework of entangled pedagogy and teacher agency, Fawns (2022) in which technology, pedagogy, teacher agency and context mutually shape one another and that the relationship of pedagogy and technology is better understood by recognising the complexities of relational and contextual factors.

The authors argue that teacher agency is a “key concept in understanding how teachers and students interact with generative AI within learning and teaching contexts, particularly in how their individual capacities or capabilities (e.g. knowledge of generative AI), and relational and contextual factors (e.g. relationships teachers and students and/or access to generative AI) might influence their engagement with generative AI.” (p.5)

Although teachers acknowledged their agency to use AI responsibly, and their intentionality in using generative AI to create resources and to support learning, many chose to conceal their use of it due to relational and contextual pressures. The findings highlight the tension between AI’s promise to empower teachers and the challenges it poses to professional identity, pedagogical integrity, and trust in language education.

Retrievable from: https://www.tandfonline.com/doi/full/10.1080/09500782.2025.2485935#abstract

Environmental Scan: Application of AI in Settlement Services

Toronto East Quadrant Local Immigration Partnership (2024). Environmental Scan: Application of AI in Settlement Services. (Carolina Berinstein and John Saunders, CB Consulting).

This article reports the findings of an environmental scan on the application of AI (Artificial Intelligence) within the Toronto East Quadrant Local Immigration Partnership. Although the findings are not representative of the whole sector, this report offers a timely snapshot of current use of AI in this particular region as well as a discussion of the opportunities and challenges of AI, and a preliminary discussion of the development of guidelines and policies (with some examples) for the use of AI in settlement organizations.

Based on a literature review, a survey of members of the Toronto East Quadrant Local Immigration Partnership, and key informant interviews the report shows a growing interest in exploring and implementing AI in all aspects of settlement services (including language teaching and learning).

AI tools are being developed for services in the settlement sector including integration support, employment-related skill training and overcoming language barriers.  Respondents whose organization are using AI reported using generative AI tools such as ChatGPT, Gemini (from Google), Copilot (from Microsoft) and Google Translate, among others. One respondent reported the use of AI for class activities and lesson plans.

While interest in and use of AI is growing organizations in the settlement sector, as it is generally in Canada (According to the report of a survey of 2000 Canadians released in July 2025 by CIRA (Canadian Internet Registration Authority), AI use by Canadians has increased from 16%  in 2024 to 33% in 2025),  to date there are few examples of fully developed guidelines and policies for the use of AI in settlement organizations. 

This report includes a comprehensive discussion of the need for such guidelines and polices in the sector to support the ethical use of AI, and provides links to guidelines and policies developed by organization in the Canadian non-profit sector.

Retrievable from: https://accesemployment.ca/wp-content/uploads/2025/02/Environmental-Scan_-Application-of-AI-in-Settlement-Services.pdf

Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners

Abdelhalim, S. (2025). Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners. Language Learning & Technology, 29(1), 1-24.

This article provides the findings from a research project examining the use of generative AI (Chat GPT) to support vocabulary development in an EFL program in Saudi Arabia.  The research is grounded in sociocultural theory in which learning is seen as a socially mediated process through interaction with peers or tools within meaningful social contexts and in carrying out purposeful tasks. A key concept in sociocultural theory is the Zone of Proximal Development which proposes a range between what learners can do independently and what they can achieve with guidance. As the authors describe it,  

Effective scaffolding—structured, responsive support that gradually fades—helps learners move from assisted to autonomous performance (Schumm, 2006) p.12.

 They contend that AI tools including ChatGPT can be seen to function as dynamic mediators to support vocabulary development through real-time interaction, feedback and engagement with generative language tasks.

Although this classroom-based research study was conducted in an institutional setting and with a particular group of EFL students the quantitative and qualitative data indicate the potential of thoughtfully and carefully integrated generative AI to support vocabulary development across a range of language learning settings. In particular the qualitative data show that students found that ChatGPT was engaging, and reported that its use enhanced motivation, learner interaction and autonomous learning.

The researchers considered the following research questions:

  1. How does integrating ChatGPT into classroom instruction influence both receptive and productive vocabulary acquisition among EFL students compared to conventional teaching methods?
  2.  How sustainable are the vocabulary gains from ChatGPT-enhanced instruction compared to conventional teaching over time, as evidenced by delayed post-test results?
  3. What are students’ perceptions and evaluations of ChatGPT as a vocabulary learning tool in comparison to traditional classroom instruction? p.5

The researchers worked with two groups of students enrolled in one course with a single instructor. The first group used ChatGPT as an interactive tool for vocabulary practice and completed AI-generated exercises which were tailored to their progress. The second group engaged in traditional teacher-led learning. Quantitative results showed that the group using ChatGPT outperformed the students in the traditional classroom in productive vocabulary knowledge and in overall test scores. Researchers conducted pretests, and immediate and delayed post-tests as well as semi-structured interviews with students. Qualitative findings indicate that the use of generative AI promoted increased learning motivation and learner interaction. Students emphasized the ongoing need for instructor support and guidance, provision of structured prompt training and for feedback regarding AI outputs.

Overall, the findings indicate the potential of generative AI in supporting vocabulary development and point to the critical role of the language instructor in scaffolding learning, modelling how to create and use prompts, facilitating discussion around AI outputs and the critical interpretation of feedback. The authors stress the need for ongoing AI literacy, including digital and ethical training to enable students to critically assess resources, verify information, and to critically evaluate AI.

Over-reliance on AI, uncritical acceptance of generated content, and exposure to potentially inaccurate or culturally inappropriate examples underscores the need for AI literacy. p.13

Teachers also play a key role in validating AI-generated content and encouraging learners to question and refine it rather than accept it passively. p.13.

Retrievable from:

https://www.lltjournal.org/item/10125-73635/

Digital Learning Preferences of Arabic-Speaking Older Immigrants in Canada: A Qualitative Case Study

Au A. , Siddiqi H., Sayadi G., Zhao T., Kleib M., Tong H. & Salma J. (2024). Digital learning preferences of Arabic-speaking older immigrants in Canada: A qualitative case study. Educational Gerontology, 50 (11), 1006-1028.

Although the focus of this Alberta-based report is not settlement language learning, the information it provides about the digital literacy needs of older Arabic-speaking immigrants can assist in understanding the learning needs and the challenges this community faces if they do use digital technology to learn language. The study was informed by Adult Learning Theory and the Digital Competence Framework for Citizens (DigComp 2.2). It explores the digital divide for this community in light of its impact on accessing public services, social inclusion and adaptation to new environments. The report identifies “poor mainstream language proficiency” for some members of this group. Using digital tech may help older adults with language acquisition and cultural differences, so it is important to be aware of some approaches that will create an environment that is inclusive and that considers the needs of older adults. The study reports on how older learners navigated their devices, how the groups interacted during activities and any socio-emotional responses during learning sessions. A number of tables display participants’ quotes on the topics of lessons, e.g., interacting through digital technologies, engaging citizenship through digital technologies, managing digital identity.

The researchers identify three key themes: the interplay of participants’ interests and attitudes, the role of peer support in and out of the classroom and sensory, language and digital barriers to learning. The report then provides details about each of these themes.

Retrievable from:

https://www.tandfonline.com/doi/epub/10.1080/03601277.2024.2370114?needAccess=true

Language Learning for Refugees and Immigrants: Innovative Approaches

Perez Peguero, L. (2024). Language Learning for Refugees and Immigrants: Innovative Approaches. International Journal of Enhanced Research in Educational Development (IJERED). 12 (2) 135-144.

This research report presents a succinct description of the potential shortcomings of traditional classroom-based language learning. Alongside this the author describes potential innovative responses to the challenges faced by refugees and immigrants as they work towards developing language proficiency.

Since immigrants and refugees need language skills not only to communicate, but also for social inclusion, the author gives examples of how innovative programming can motivate learners, encourage cross-cultural exchanges and respond to learners’ specific needs. She provides brief descriptions of case studies, success stories and challenges. The case studies range from community building through a new neighbour initiative, to experiential learning through a refugee cooking class language exchange program, to a mobile language learning app for refugee youth. In each case, she addresses the importance of accessibility, cultural sensitivity and empowering learners through valuing what they bring to the program.

The report concludes with recommendations for building on lessons learned throughout the initiatives and continuing to address challenges and needs.

Retrievable from:

https://www.erpublications.com/uploaded_files/download/lisset-perez-peguero_NZcZt.pdf

Bridging Language Gaps: Empowering Newcomers to Canada through Mobile Microlearning

Jodrey, H. (2024). Bridging Language Gaps: Empowering Newcomers to Canada through Mobile Microlearning. ETAD (Educational Technology & Design) Summer Institute Proceedings 2024, Saskatoon, Canada.

This article examines and proposes the development of a mobile microlearning platform for LINC clients to support the development of language skills and integration into the community.

The article addresses the following questions (pp.3-4):

How can a mobile microlearning platform effectively address the needs and challenges  faced by LINC clients on waitlists, particularly in terms of accessibility, flexibility, and engagement? 

What design principles are essential for creating a user-centered, accessible online  microlearning platform informed by relevant learning theories? 

In what ways can AI-enhanced technologies, such as multimodal chatbots capable of  processing both speech and text input, be integrated into the platform to enhance  personalized and meaningful language learning and provide real-time feedback? 

How can the integration of digital literacy training within the platform ensure that LINC  learners are equipped with the necessary skills to fully engage with online learning and  succeed in a digital society? 

The author outlines the barriers that newcomers may face in accessing LINC programming, including significant waiting lists, delays in assessment, and difficulties in attending scheduled LINC classes due to work and family commitments.

 In response to these challenges the author describes how a mobile microlearning platform has the potential to support learners as they begin their language learning journey. Such a platform could be particularly helpful to learners in that it allows for microlearning, focussing on one concept at a time and therefore reducing cognitive load.  Accessing the platform on a smartphone could enable learners to engage in learning wherever and whenever they can. The integration of AI enhanced technologies such as multimodal chatbots in the platform could support learners in providing personalized learning and allowing learners to develop conversational skills. The use of multimodal chatbots could also help to reduce the anxiety which many language learners experience when practicing their language skills in front of others.

Although the development of such a mobile microlearning platform holds much promise the author emphasizes that such a platform should be seen as a complement and not as a replacement for formal language education. The author argues that further research is needed, focussing on the effectiveness and appropriateness of microlearning and AI chatbots in language education, the ethical considerations relating to the use of AI, and the scalability and adaptability of such a platform.

Retrievable from: https://harvest.usask.ca/items/2b3af241-6485-4884-824e-019be0f02397/full

Developing digital proficiencies of English learners in adult education

Hauge L, Durgunoğlu AY and Stewart J (2024). Developing digital proficiencies of English learners in adult education. Frontiers in Education 9-2024.

This short article reports the findings of a digital pilot study  evaluating the effectiveness of  a specific digital literacy component, “Finding information online”  in the CILIA-T (Content-Integrated Language Instruction for Adults with Technology Support) curriculum  which is designed for adult English language learners in the United States.  The digital literacy component of CILIA-T focuses on six digital competencies: 1) Functional Skills/Navigation Skills ((2) Finding and Evaluating Digital Information (3) Responsible Digital Citizenship (4) Technology Troubleshooting (5) Comprehension and Integration (6) Communication, Collaboration, and Creation.

The study addresses the following research questions:

1. How effective was the lesson (content and the activities) on building foundational digital skills and adult learners’ understanding of the concepts?

2. How did adult learners and the teachers view the instructional content?

3. How were the participants’ background characteristics related to the development of their digital proficiencies?

There were 29 participants in the study based in three high-intermediate/low advanced ESL classes in three locations in a large U.S. city. The students had access to tablet and laptop computers and had some experience in logging on to their school accounts and had learned how to access English language programs in their classes.

Researchers partnered with instructors to introduce part of the digital literacy content of the CILIA-T curriculum. Pre- and post tests assessing fourteen specific digital literacy skills such as using a browser, navigating websites, finding information, evaluating the quality of online information (complete list is on p.3) were conducted and analyzed, and instructors and students were surveyed to evaluate the usability and usefulness of the curriculum.

The findings of the study indicate that explicit instruction in digital literacy skills led to meaningful improvement for all participants.  Participants with higher levels of education and those with greater experience in using digital technology had higher post-test scores.

The researchers note the increasing importance of digital literacy in daily life, for effective communication and in the world of work. In that context teaching specific digital literacy skills, increasing class time for differentiation of instruction and providing students with more opportunities to practice their digital skills could benefit all students and particularly lower-level language learners.

Retrievable from:

https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1386738/full