Huong Tran Thi Mai
Tay Nguyen University
About
I am a lecturer in English language education with research interests in academic writing, learner agency, and the pedagogical use of generative AI in EFL contexts. My work focuses on classroom-based research that examines how learners engage with technology in situated writing practices rather than evaluating technological performance alone. I am particularly interested in qualitative approaches to understanding students’ writing decisions and the implications of AI-mediated instruction for teaching and learning.Sessions
Presentation AI Literacy as Situated Practice in EFL Academic Writing more
As generative AI becomes increasingly present in language classrooms, AI literacy in English language education is often framed in terms of technical skills, tool use, or academic integrity, implicitly positioning AI use in terms of success or failure. This study adopts a practice-oriented perspective to examine how EFL students engage in academic writing when composing with generative AI in classroom-based CALL contexts. Drawing on qualitative data from approximately 90–100 undergraduate students, the study analyzes students’ prompts, paired non-AI and AI-assisted drafts, and observable writing decisions in introduction and conclusion tasks embedded in regular academic writing coursework. Rather than evaluating writing quality or AI performance, the analysis focuses on how students shape AI assistance, negotiate control over writing decisions, and respond when AI support aligns—or fails to align—with their writing intentions. Using an inductive–abductive analytic approach, the findings identify recurring patterns of appropriation, modification, and resistance to AI-generated content, suggesting that what counts as “successful” AI use emerges through situated writing practices rather than technological outcomes alone, with implications for CALL pedagogy and writing instruction.
Presentation Professional Development as Sensemaking in CALL Teaching Practicum With Generative AI more
Teaching practicum is a critical site for professional development, where pre-service English teachers must negotiate professional judgment in response to pedagogical and ethical uncertainty increasingly shaped by generative AI in CALL-related instructional contexts. Adopting a sensemaking perspective—understood as the process through which individuals interpret and respond to uncertain situations—this study examines how final-year pre-service English teachers position generative AI as a pedagogical resource within their emerging professional practice during practicum. Drawing on scenario-based tasks situated in AI-mediated teaching situations and guided reflections collected during practicum, the study explores how participants reason through CALL-related AI dilemmas. The analysis suggests that pre-service teachers engage in ongoing professional sensemaking, positioning generative AI as a contested CALL resource shaped by tensions between supporting student learning, ensuring fairness, and navigating ambiguous institutional expectations. The study conceptualizes professional development as situated judgment grounded in critical professional reasoning and compassion, with implications for CALL-informed teacher education and practicum design.