Hiroyuki Obari
About
Dr. Hiroyuki Obari is Professor Emeritus at Aoyama Gakuin University. He now teaches part-time in the Faculty of Law, Waseda University, and the Tokyo Institute of Technology graduate school. He is a visiting researcher at the National Institute of Advanced Industrial Science and Technology (AIST). Born in 1953, he received his B.A. from the University of Oklahoma (Political Science), M.A. from ICU (International Relations), second M.A. from Columbia University, and Ph.D. from the University of Tsukuba (Computer Science). He served as a visiting researcher at the University of Oxford (1998, 2007, 2018~2020). He specializes in CALL, TESOL, Worldview Studies, and EdTech. His recent publications include 1. Obari, H., Lambacher, S., Kikuchi, H. (2022). Exploring the impact of AI on EFL teaching in Japan. In J. Colpaert & G. Stockwell (pp. 84-101). Smart CALL: Personalization, contextualization, & socialization. London: Castledown Publishers.Sessions
Presentation Leveraging AI in EMI for Holistic Student Development more
This study examines the outcomes of a 30-week English-Medium Instruction (EMI) program for eight undergraduate students at Globiz Professional University, conducted from April 2025 to January 2026. The curriculum employed advanced AI tools—specifically NotebookLM, Gemini, and ChatGPT—within a Content and Language Integrated Learning (CLIL) framework to enhance English proficiency, intercultural competence, and academic skills. Students engaged in diverse activities, including summarizing English Central videos, refining writing with AI, and completing X-Reading assignments. Each participant produced a 2,000-word research paper and delivered academic presentations. A unique aspect of the program was four weeks of focused, one-to-one interaction with native-speaking mentors, emphasizing global leadership, presentation skills, and research strategies. Comprehensive assessment included pre- and post-course Progos speaking tests and the CASEC computer-based test, with results demonstrating a one-level improvement in CEFR proficiency. Questionnaire responses indicated highly positive attitudes toward AI integration and strong satisfaction with AI-supported learning. Most students reported an expanded worldview and increased academic confidence. The findings suggest that this model of AI-mediated multimodal learning, combined with presentation-centred dialogue, provides an effective and scalable framework for EMI programs, equipping students with essential communicative, cognitive, and intercultural skills for global academic and professional success.