For decades, Corpus-Based Language Pedagogy (CBLP) promised to transform learners into researchers discovering language patterns inductively. However, these projects often "fail" to gain widespread classroom traction due to unintuitive interfaces and high technical literacy requirements. This presentation explores whether Generative AI allows this methodology to finally "prevail" via "CBLP 2.0." GenAI democratizes linguistic data, allowing learners to analyze collocations without the steep learning curve of traditional concordancers.

Yet, unbounded Large Language Models introduce new risks: linguistic "hallucinations" and inappropriate registers from generalized training data. To mitigate this, we propose shifting from generic "Prompt Engineering" to building "Hyper-Local Corpora" using Retrieval-Augmented Generation (RAG). Using accessible tools like Google’s NotebookLM, educators and students can upload bespoke, genre-specific texts to create a "walled garden" corpus. This session demonstrates how grounding AI in curated datasets provides GenAI's instant feedback while preserving the precise, evidence-based inquiry of traditional corpus linguistics. Ultimately, sustainable CALL success depends on bounding AI to guide students from passive consumption to active, ethical research.

Teaching is one of the busiest professions, with teachers averaging 15-20 hours of overtime a week. When you add the “publish or perish” culture of teaching in universities, it is easy to constantly work, yet slowly become out of touch with recent developments, especially concerning AI. This workshop is aimed for teachers who want to use AI for research, but are new to it or don’t know where to start. Two research focused AI websites (SciSpace and Ai2 Scholar QA / Asta) will be demonstrated. These are commercial AI but have free versions, which will be used. Demonstrations will include finding relevant research, asking research questions, statistical analysis, and making chart/graphs for results sections. Demonstrations will be followed by participants trying them out, with the presenter assisting. Please bring laptops or tablets. If you’ve been meaning to look into AI geared towards research, but have never found the time, feel intimidated, or don’t know where to start, please join us as we explore these 2 programs. The presenter has no personal benefit from or connection to these websites, they are strictly being utilized for educational and research purposes.

An AI-driven system has generated over 600 stories, adaptively levelled to reader proficiency for extensive reading, initially targeting first-year university students. Linguistic complexity is adjusted at the point of generation rather than selected from a fixed corpus, allowing us to compare predicted difficulty with actual student reading behaviour. The system collects fine-grained, page-level interaction data alongside learner comments and ratings, including time on each page, stop points, and total completion. Data from over 20,000 reading sessions are analysed using behavioural features such as completion rate, speed consistency, and re-reading frequency. Using these indicators, this study examines which linguistic or narrative features of stories sustain reading, as well as specific sections that delay, disrupt, or deter progress. Elevated reading speeds suggest superficial interaction, while reduced reading speeds may indicate increased cognitive load, but there are various intrinsic or extrinsic reasons why reading speed may change, from getting a coffee to not actually reading. Completion at a stable pace indicates their reading is comprehensible and compelling. Sentiment analysis of learner comments identifies patterns associated with successful and problematic texts. These findings are examined against intended text levels, with particular attention to performance at the lower and upper ends of the proficiency range.

While many educators are familiar with using ChatGPT or similar AI tools for basic tasks such as text revision or prompt-based content generation, fewer are aware of their broader pedagogical applications. These include extracting text from scanned documents, adjusting reading levels to align with learners’ proficiency, and generating glossaries of challenging vocabulary with explanations in learners’ first language.

This workshop demonstrates how teachers can use ChatGPT or comparable tools to extract and adapt informational texts for classroom use. Participants will see how texts can be simplified to match students’ language abilities and transformed into dialogues involving a narrator and one or more students. These dialogues can be used for group practice, role-plays, or classroom performances. If time permits, the workshop will also introduce NoteGPT, focusing on podcast-creation features not currently available in ChatGPT.

Presentation slides, accessible via QR code, will provide step-by-step guidance for later reference, along with links to additional AI-supported functions, including text extraction from two-column layouts.

Participants who bring laptops will be able to create and save a text potentially useful in their own classes.

Language learning doesn’t have to be boring. After all, language educators believe that learning should be both educational and entertaining for it to prevail. In this fun, creative, and easy-to-understand workshop, participants will learn how accessible, and user-friendly Canva for Education is. Canva’s flexible templates make it easy for teachers to build engaging vocabulary, grammar, reading, and speaking activities, while giving students the freedom to design their own digital creations that spark autonomy and deeper language learning. Educators will explore real classroom examples, experiment with creating their own materials, and pick up time-saving tips that support diverse learners. This workshop is designed as a highly interactive experience. Participants will engage with Canva templates and classroom-ready language activities, discovering how easily they can be adapted to different learning contexts and student needs. Through hands-on creation and shared reflection, participants will exchange ideas, build confidence in digital literacy, and leave with practical inspiration, supported by a take-home PDF guide and resources. Participants are encouraged to bring laptops or iPads. By the end, everyone will feel excited to bring Canva into their language classrooms to boost engagement, strengthen digital literacy, and empower students to shine as creative and confident language users.

Listening materials have long been the hardest for teachers to create or otherwise provide for their students. Teachers usually depend on textbooks, scour the internet or, perhaps more rarely, spend hours creating the listening activities that their students need (Rost, 2024, Alrawashdeh & Al-zayed 2017, Nemtchinova, 2020). This workshop gives teachers a chance to learn first hand how to use available AI apps and platforms to create listening materials from scratch that will be able to be adjusted and improved to fit the needs of their learners. In this workshop we will take a few topics, use AI to generate the scripts we need, learn to adjust the content to fit different learner needs, such as complexity, vocabulary content, delivery speed and others, to create a short listening practice for students to use to improve their listening comprehension. All software used for this workshop is freely available and will be limited to creating materials with one speaker but it provides an opportunity for teachers to learn the basics of creating listening materials that participants can then apply and improve upon as more and more advanced software becomes available.

In the evolving landscape of Computer-Assisted Language Learning (CALL), agentic AI tools such as Gemini CLI, Antithesis, and Claude Code are revolutionizing software development. However, their potential for academic research remains largely untapped. This hands-on workshop demonstrates how researchers can adopt a "programmer’s mindset" to enhance workflows, data analysis, and information gathering. Grounded in the framework of computational thinking (Wing, 2006), the session teaches participants to approach prompting methodically—moving beyond simple chat interfaces toward structured, automated processes. The workshop is divided into two practical components. First, attendees will learn how to install and manage agentic AI tools locally, providing greater control over their research environment. Second, participants will be introduced to core computational thinking principles—such as decomposition and algorithmic design—alongside basic programming concepts to automate some tasks and boost productivity. By bridging the gap between software engineering and applied linguistics, this workshop empowers CALL researchers to leverage cutting-edge AI as a sophisticated research assistant. Participants will leave with the foundational skills necessary to transform their approach to data and research design. No prior programming experience is required.

This hands-on workshop introduces an AI-assisted app development method centered on real-time voice interaction with large language models. Participants will observe and then practice a structured voice-first workflow for early-stage development: articulating constraints and success criteria aloud, iteratively refining requirements, and having the model generate and explain small, usable code components for classroom-ready CALL tools. Voice is used intentionally for ideation and specification, while code generation and implementation steps, such as testing, debugging, and deployment, are demonstrated using standard on-screen workflows. Successful examples, such as a randomized speaking-partner scheduler or an automated PDF region-extraction tool, draw on educator-built systems in Japanese secondary and tertiary settings, with attention to constraints faced by non-specialist programmers and common institutional limitations. Attendees will prototype a simple classroom tool or research utility with the explicit goal of building something they can “use on Monday.” Aligned with the 2026 theme “Prevail or Fail?”, the workshop emphasizes practical judgment: when voice interaction accelerates design and when it introduces friction. Participants leave with a working prototype, a workflow checklist, and reusable prompt templates. Laptop with Wi-Fi required; a smartphone or personal hotspot may be helpful for connectivity redundancy. A phone/headset is recommended.

Vocabulary knowledge is one of the strongest predictors of reading comprehension and overall language proficiency, yet many learners spend large amounts of time studying low-frequency or poorly sequenced words. Research in corpus linguistics, frequency-based word lists, and extensive reading suggests that learners benefit most when instruction is anchored in high-frequency vocabulary and supported by large amounts of comprehensible input.

This 60-minute hands-on workshop introduces a technology-supported framework for vocabulary learning that integrates the New General Service List (NGSL), extensive reading principles, and AI-enhanced corpus tools. Participants will explore how NGSL-aligned digital tools can be used to profile texts, evaluate lexical coverage, and generate level-appropriate reading and vocabulary materials. Through guided activities and live demonstrations, attendees will see how teachers can determine whether a text is suitable for a learner group, adapt authentic materials to different proficiency levels, and design vocabulary tasks that promote noticing, retrieval, and recycling.

The workshop is grounded in research on frequency effects, lexical coverage, and input-based learning, while also demonstrating how recent AI technologies can operationalize these principles in classroom practice. Participants will leave with practical experience using NGSL-based tools for vocabulary teaching and materials development.

Prompt literacy is framed in this workshop as an emerging language and learning skill that influences whether AI use undermines learning or meaningfully supports comprehension, practice, brainstorming, and reflection. This session examines how educators and students use AI in different ways, drawing on classroom practice in Japanese public high schools, an AI-focused unit with secondary students, professional dialogue with JET ALTs, and published cross-curricular research on AI use in the classroom. The workshop is organized around contrasting classroom-based and English debate examples of ineffective and effective AI use by students and teachers, with particular attention to how learners ask questions of tools such as ChatGPT, Gemini, and Google Translate/DeepL. It emphasizes how generative AI and CALL tools can function as scaffolding for thinking, communication, and inquiry rather than substitutes for learning. Designed for educators interested in practical classroom applications, the session uses discussion and reflection to explore how task design can support responsible and productive AI use. Participants will discuss examples of AI use in their own contexts, consider how to guide students in using AI more effectively, and leave with practical, immediately usable ideas for brainstorming, writing support, and fostering communication across proficiency levels.

This workshop introduces School AI, an innovative platform designed to help educators guide students in the appropriate use of artificial intelligence (AI). Teachers can define specific parameters for generative AI interactions by creating “Spaces” tailored to students’ needs and academic goals. Because these controls are set by the teacher, they help minimize overreliance on AI and safeguard academic integrity. The session will provide an overview of the tool, practical examples, a hands-on activity, and conclude with a Q&A session.

The overview will include a general introduction to the platform, demonstrating how navigation works and how to create an account. Real-life student examples will then be presented, and the presenter will explain how the tool can be integrated into the classroom by adding assignments to an LMS and through other methods that make the AI tool available to students. The hands-on activity will engage the audience directly. Participants will first use the tool as students to see how it functions in a classroom setting. They will then have time to create their own assignment from a teacher’s perspective, with time allotted for a few participants to share what they have created.

This workshop introduces the design process and core mechanics of a mobile digital game developed for workplace-situated language learning (https://workdplays.com). Originally created for migrant workers in Danish slaughterhouses, the platform has since been expanded to support additional labor industries with high proportions of migrant employees, as well as multiple target languages. A key challenge in workplace integration for many migrant workers lies in persistent communication barriers, particularly in contexts where formal language education is inaccessible or insufficient for highly task-specific communicative needs. Drawing on principles from serious games, the game simulates authentic workplace interactions within a safe, scaffolded digital environment. During the workshop, participants will explore the game firsthand and examine how ethnographically informed design decisions are operationalized through concrete gameplay mechanics. The workshop will also present findings from quantitative analyses conducted at multiple factory sites in Denmark, which demonstrate measurable improvements in learners’ acquisition of workplace-relevant Danish vocabulary following gameplay. By combining hands-on exploration with discussion of design rationale and learning outcomes, the workshop provides practical insights into how mobile, game-based platforms can be designed and adapted to support language learning in real-world workplace contexts.