School of Languages at XJTLU Conference 2024

The advent of generative AI has ushered in a new era of educational transformation, compelling educators to reassess both pedagogical content and evaluation methodologies.

This presentation seeks to introduce a conceptual framework to assist educators in selectively integrating AI into teaching and learning environments, striking a balance between embracing technological advancements and preserving the essence of human cognition.

Generative AI, like all machines, is a human invention intended to offload physical and cognitive labor. Its revolutionary capacity to offload cognitive work on a scale never before seen in human history has significant potential to reshape educational landscapes. However, it is imperative for educators to discern which cognitive tasks within their respective disciplines can be effectively delegated to AI. This identification of acceptably offloadable cognitive work forms the cornerstone of my proposed framework for integrating AI into second language teaching and learning.

It must be recognised that cognitive work has dual value, acknowledging both its practical applications and intrinsic worth. Understanding this duality is key to maintaining the richness of human cognition in an increasingly AI-driven educational context.

Using illustrative examples from teaching English for Academic Purposes, I propose that if the value of a cognitive task lies primarily in its practical consequences, then it can be acceptably offloaded from the student onto generative AI, and the role of the educator will be to facilitate the learner’s successful use of the AI. If, on the other hand, the value of a cognitive task is primarily in its intrinsic worth, then this is not something that educators should allow students to offload to AI, and should be internalised by the learner.