AI tools, strategies, and resources for UC Davis instructors

On Wednesday, February 28th, 2024, the Davis Language Center (DLC), several language programs, and Academic Technology Services (ATS) joined forces to host the event “AI-Powered Language Instruction: Innovative Strategies and Applications” for the UC Davis community. The event focused on two main goals: firstly, to share our community’s collective knowledge on artificial intelligence-assisted language teaching and learning; and secondly, to create a supportive environment for instructors to experiment with AI prompt design by learning through trial-and-error and by discussing their experiences with peers and technology experts. UC Davis faculty in a variety of disciplines may find the event summary and strategies shared below useful in their exploration and application of using AI tools for teaching and learning in diverse settings.

This event was inspired by the preceding DLC talk “ChatGPT or 1984?: A Primer for Language Teachers,” presented by Dr. Robert Blake, Professor Emeritus of Spanish, on October 25th, 2023. The initial event attracted language learners and instructors curious about the functionalities, affordances, and uncertainties generated by advances in AI. The follow-up workshop on February 28th, 2024 provided a space for the audience to continue the discussion, this time hearing from several voices about practical approaches to integrating AI in language learning and offering hands-on time to explore several tools.

The February 28th event began with mini presentations delivered by instructional designers, undergraduate and graduate students, and language program instructors. The panelists presented their experiences, insights, and uses of generative artificial intelligence in higher education, with a special focus on language classrooms. Find the presenters’ materials using the links below.

The second half of the event included a brief guided discussion on AI, including what it is, a few examples of AI tools, and suggestions concerning access, security, and best practices. The co-presenters also offered a step-by-step process for engaging with AI tools from the perspective of an instructor (e.g. for lesson planning) or a student (e.g. for homework or studying). Thereafter, attendees worked on their own, practicing with different AI tools. Access the interactive handout.

While showcasing the potential applications of AI tools, the presenters also outlined important limitations, such as that IET has not yet formally vetted, nor approved the use of AI tools for use in our classes. The vetting process reviews a number of concerns, including vital risks that technology tools may pose to student privacy. Hence, UC Davis instructors would benefit from discussing their intended use with ATS professionals before implementing AI tools. Additionally, Dr. Margaret Merrill recommended that instructors not require students to use the tools, that they foster open conversations with the students about AI, and that faculty contribute to research about the long-term impacts of using these tools to inform pedagogical decisions.

Another recurrent theme centered around the utility of AI and its role vis-à-vis that of instructors. Many of the panelists demonstrated cases in which AI cannot be trusted, such as Salvador García’s example of JotBot providing an incorrect metalinguistic explanation of a non-standard feature in Spanish writing. In scenarios such as this one, AI does not measure up to a seasoned instructor who can provide appropriate metalinguistic feedback to improve students’ language accuracy. Presenters stressed that AI tools do not really “understand” language with a semantic system, but rather that such tools excel at predicting statistical co-occurrences of syntactic structures.

Despite these concerns, several panelists pointed out that AI can function as a one-on-one conversational partner, augmenting a student’s language input and output. For example, Lillian Jones demonstrated how ChatGPT can help students notice and practice producing cases of the Spanish subjunctive mood. Similarly, Dr. Yutian Tan explained how she uses ChatGPT to create fill-in-the-blanks exercises for an Advanced Chinese course, thus helping learners reflect on the feedback produced by AI. The panelists underscored the importance of effective AI prompting to ensure that AI assists with the task at hand. Furthermore, Sophia Minnillo emphasized that AI feedback should not replace instructor or peer feedback, but rather complement the two by encouraging students to reflect on their writing at the drafting stage. While AI will not be replacing language instructors any time soon, teachers can still find ways to augment their instruction by effectively prompting AI systems.

According to the event panelists, humans should stay at the center of AI tool development, usage, and policies. Students must remember that AI is not a content expert and can generate inaccurate information. Human instructors are experts in their specific domain and will easily detect when AI has presented false information; however students’ ability to recognize AI inaccuracies might differ based on their background knowledge with the course content and experience with technology. Instructors (not AI) should provide content-expert guidance and build relationships with their language learners, which is something that AI can only mimic. In line with these ideas, the Office of Educational Technology in the US Department of Education articulates the importance of “Center[ing] People (Parents, Educators, and Students)” as the number one principle for improving “opportunity, equity, and outcomes for students” (U.S. Department of Education, 2023, p. 6). Keeping the human at the core of AI development and interaction has been prioritized, both by our panelists and the broader educational community.

This event’s panelists showcased the value of AI tools for personalized learning, immediate feedback, and lowering the affective filter–that is, making students feel more comfortable during language learning. Dr. Shagufta Fatema especially emphasized the value of AI for personalized learning and tailored instruction. Likewise, Dr. Kirsten Harjes underscored AI’s potential to help students overcome writer’s block by acting as a brainstorming tool for essay writing. Students therefore can develop their confidence as writers in the target language by co-authoring with AI, leading to more successful individual writing in the future. Speakers repeatedly emphasized the value of AI’s availability and timeliness as a conversation partner and feedback provider.

Instructor materials

The panelists’ presentations offered snippets of diverse and actionable language learning activity ideas, as well as resources and survey data. Feel free to adopt or adapt these activities in your own classes!

AI tools can support both students and instructors alike, although they still come with limitations that we must consider. These limitations include ethical concerns such as plagiarism, reliability, accessibility, privacy, and utility.

We leave for future debate some questions that may help to guide your journey with AI:

• How can we address the challenge of providing equitable access to AI education without requiring it from those with limited access, thus ensuring everyone has the opportunity to learn and benefit from these tools?
• How can teachers use the skill of detailed and context-sensitive AI prompting to enhance students’ language abilities? And what lessons can instructors draw from unsuccessful AI interactions to improve their own communications with students?

We think of the future of AI as a potential tool to enhance learning. As instructors, we understand that learning practices change as new teaching models emerge, pushing a new era of innovation and accessibility.

Authors

Please contact the authors for questions or comments.

Lillian Jones, PhD Candidate, Spanish Linguistics
University of California, Davis
liljones@ucdavis.edu

Lillian Jones is a PhD candidate in the Department of Spanish and Portuguese, where she studies Spanish linguistics and second language acquisition with a focus on educational technologies. Her dissertation examines how text messaging impacts second language Spanish oral fluency. Lillian’s research interests include mobile-assisted language learning, computer-mediated communication, online and hybrid teaching, human-machine interaction, and AI-powered chatbots. At UC Davis, Lillian has taught a variety of Spanish courses, as well as Spanish and English for the Professions, and she has been involved in several instructional design projects. She has published on online and hybrid learning, and text messaging and language learning, including its impact on literacy and approaches to integrating emoji into L2 lessons.

Sophia Minnillo, PhD Candidate, Linguistics 
University of California, Davis
smminnillo@ucdavis.edu

Sophia Minnillo is a PhD Candidate in Linguistics with a designated emphasis in Writing, Rhetoric, and Composition. At UC Davis, she has taught a variety of L2 English and Writing courses for the University Writing Program and International Center. Her research investigates L2 and heritage language learning, writing, teaching, and assessment. She also studies multilingual identities and experiences during international education and study abroad. Recently, Sophia has been learning more about AI as an organizer of the Davis Humanities Institute-sponsored graduate working group on AI in language and writing education.

Salvador García, 4th Year Undergraduate Spanish and Psychology Double Major
University of California, Davis
salgarcia@ucdavis.edu

Salvador Garcia is an undergraduate student double majoring in Spanish and Psychology. His academic interests revolve around Latin American Literature where he hopes to understand more about narratives surrounding identity. At UC Davis, Salvador works as a Spanish tutor for the Heritage Speakers program through the Department of Spanish and Portuguese. He also works as the peer advisor for both the Spanish major and the Luso-Brazilian minor. Salvador is currently working on a thesis with faculty advisor Leopoldo Bernucci focusing on three Latin American writers and their relevance to existentialism. He hopes to continue his studies into a Graduate program in the upcoming academic year in Spanish.

The original version of this article was published in the Davis Language Center Blog; this post was revised to address the interests of readers of The Wheel: The Instructional Technology Blog of UC Davis.

References

U.S. Department of Education, Office of Educational Technology, Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations, Washington, DC, 2023. https://www2.ed.gov/documents/ai-report/ai-report.pdf

Image created by Mark Wilson using Adobe Firefly 3