Presentation Identifying Pedagogically Grounded AI Integration Points in a University English Program more

This practice-oriented presentation reports on an exploratory investigation into integrating artificial intelligence (AI) within an English for General Academic Purposes (EGAP) program at a Japanese university. To enhance the program through AI adoption, the project examines where and how AI might provide pedagogical learner support, such as communication practice and formative feedback, while remaining aligned with the program’s objectives. The study draws on mixed data sources, including survey responses from over 1,000 undergraduate students and input from EGAP instructors, to identify perceptions related to AI use. Findings indicate student interest in AI for language support and idea development, alongside concerns about appropriate academic use and challenges in critically evaluating AI-generated output. Instructors expressed optimism regarding pedagogical efficacy and support and highlighted concerns related to student creativity and ethical use. In addition, a pilot study combining instructional videos with an AI chatbot was implemented to trial one possible integration point: extending listening and speaking practice beyond class time. While engagement levels were high, the results underscored the need for explicit AI literacy instruction, careful task design, and pedagogical scaffolding. The presentation outlines program design considerations and decision-making principles for AI integration in EGAP contexts, emphasizing teacher-led reflective engagement over technological dependence.