Presentation Regulating the Use of AI and Translation Tools in a Secondary EFL Classroom more

As translation and generative AI tools become increasingly accessible, many EFL learners using these technologies produce linguistically advanced output that exceeds their actual level of comprehension and communicative control. In response to students using translation tools to write speeches in a Japanese secondary EFL course, and later using generative AI to write essays in an intensive EFL writing course, this practice-oriented presentation presents a practical classroom intervention activity designed to regulate technology use and address student motivation. First, the presentation outlines methods for identifying AI-generated work in student writing. Then, drawing on the Extensive Reading Foundation’s levels of comprehensive input, the in-class activity simulates language comprehension levels and guides students to realize how unrestricted access to digital tools can push learners into an unproductive “Pain Zone” of language learning. Rather than discouraging technology use, the activity aims to curb a reliance on digital tools while advising students to prioritize student-generated language, particularly in preparation for high-stakes university entrance exams. A comparison of student writing samples before and after the intervention activity suggests a reduced reliance on direct replication from AI. The session concludes by discussing implications for mediating AI integration in exam-oriented EFL contexts.