How can GenAI foster an inclusive language classroom? A critical language pedagogy perspective from Philippine university teachers

Abstract

Recent studies have recognized the potential and drawbacks of using generative artificial intelligence (GenAI), especially ChatGPT, in education. However, studies exploring the possibility of GenAI tools in language education are scarce from the perspective of critical pedagogy. This qualitative study explores the perspectives of 14 academics in Philippine higher education institutions (HEIs) regarding the use of GenAI in pedagogical contexts and how such use of these GenAI tools fosters an environment of inclusivity and equality among learners. Employing an open-ended survey questionnaire and follow-up individual interviews, the findings not only highlight the perceived benefits of GenAI in terms of boosting inclusion, participation, and confidence among students, as well as supporting tailored learning experiences and providing feedback in real-time but also its transformative potential, fostering educational fairness, and maximizing the learning experiences of all students. Teachers viewed the integration of GenAI positively, as it could enhance language education by providing students with personalized learning experiences, interactive simulations, and real-time feedback. We discuss the limitations and offer some recommendations.

Keywords

• Critical language pedagogy
• Generative artificial intelligence (gen AI)
• Philippine universities
• Language classroom
• Language teachers