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What’s next with AI in my English classroom at the Foreign Trade University?

As a teaching fellow at the Foreign Trade University in Hanoi, I have gone through the 2024 Horizon Report, and have found that the report is more of a confirmation of what is happening in my institution rather than the revelation of future events. The report’s focus on "Finding Appropriate Uses for AI-Enabled Technology" and "Supporting AI Fluency" directly impacts my English teaching, as our tech-savvy students already use AI tools. Therefore, in this article, I will attempt to process how AI will reshape teaching, especially in my teaching context.

The near future (1-2 years): Changes in assessment

My work is currently the same as highlighted in the report, which navigates the risks of inaccuracy, bias, and academic integrity. AI is being harnessed by learners as they undertake tasks such as mind-mapping, writing, and proofreading emails. Doing so may lead to a lack of real understanding, as the task is done in a fraction of a second. As a result, it is suggested that a different method of teaching be employed.

I have to redesign the tasks. Instead of telling students to write a business report, I can instruct them to distinguish between an AI-generated report and one written by a human. To do that, students must focus on the idea selection and organization of the report, which, in turn, helps them concentrate more on the language, format, and cultural appropriateness. This skill is important to all graduates of FTU. Thus, it is a reflection of the right and ethical uses – AI is used not just for making, but also for judging and correcting. 

My response to the rising AI wave is to accept the change. I need to start teaching critical AI literacy right now, showing students how they can get assistance from AI. At the same time, I can also facilitate activities promoting higher-order thinking to promote originality. Regarding this, the first step includes talks explicitly about ethical use and FTU's academic integrity policies in the age of AI.

The mid-term (5 Years): Adapting education and policies

In about five years from now, I believe AI will play a bigger role in education and perhaps will be capable of providing individualized learning as described in the Horizon Report. One could imagine AI tutoring students with grammar exercises tailored to the most problematic ones of them, such as misused articles, based on a student's performance. This, in turn, would provide more room for class activities that are more flexible, communicative, and dynamic, like debates, negotiations, and presentations.

A moderate approach in the middle of the vision is to be hopeful and practical. To make the effective AI utilization a reality, the report calls for institutional support to be in place. These include policies on data protection and AI ethics, which prevent potential biases and ensure fair access for all. It is important to be AI fluent not only for students, but also for teaching fellows like me. Consequently, it is even possible that some of my work will be transformed into a facilitator and a critical guide, instead of being the only source of knowledge in my lectures.  

The long view (10 years): AI as a Co-pilot

What we can expect to see in the world of education in a decade is not so easy to predict. Nevertheless, I can envision AI taking on the role of a co-pilot – a companion helper for the teaching fellows. The paper suggests that AI could become a force in reconstructing both pedagogy and the student experience. Maybe the AI of the future could handle the organization of personal learning timetables, offer teachers detailed analytics of students' progress, or even simulate virtual international business communication. 

Despite such technological revolutions, the essence of language teaching - stimulating communication, critical thinking, understanding cultures, and human connection - seems to be irreplaceable. Although AI might manage data analysis as well as content delivery, it is the human teacher's job to empathize, to guide students through critical thinking, to mentor, and to adapt to the unique dynamics of a classroom. AI fluency will most likely be a core competence expected of graduates entering the job market; therefore, integrating it into a curriculum is necessary.

My commitment: Active adaptation

Engaging with the Horizon Report reinforces my belief that passively waiting for AI's impact is not an option. In my vision, AI will become intertwined with students’ and teaching fellows’ academic work. It will help students learn new skills and aid in teachers’ lessons. In this regard, my commitment is to work on my AI literacy, experiment, engage in collaboration with colleagues, and advocate for the ethical use of AI among students.



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Location: Hanoi

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