In this technology review, we explore the affordances of the generative AI chatbot ChatGPT for language teaching and learning. In addition to this, we also present debates and drawbacks of ChatGPT. Finally, we present the digital competencies teachers and learners require to use this chatbot ethically and effectively to support language learning.

As Artificial Intelligence (AI) advances technologically, it will inevitably bring many changes to classroom practices. However, research on AI in education reflects a weak connection to pedagogical perspectives or instructional approaches, particularly in K-12 education. AI technologies may benefit motivated and advanced students. Understanding the teacher’s role of student motivation in mediating and supporting learning with AI technologies in the classroom is needed. This study used self-determination theory as the undergirding framework to investigate how teacher support moderates the effects of student expertise on needs satisfactions and intrinsic motivation to learn with AI technologies. This experimental study involved 123 Grade 10 students, and used chatbots as AI-based technologies in the experiment. The analyses revealed that intrinsic motivation and competence to learn with the chatbot depended on both teacher support and student expertise (i.e. self-regulated learning and digital literacy), and the teacher support better satisfied the need for relatedness, and it less satisfied the need for autonomy. The findings refined our understanding about the application of self-determination theory and expand the pedagogical and design considerations of AI application and instructional practices.

This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively on-line due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies.

Events caused by the COVID-19 pandemic have required second language (L2) educators to move away from face-to-face (F2F) lessons and adopt online teaching. Educators have utilized a range of online synchronous meeting tools (SMTs) to facilitate student learning. One of the popular, immersive and easy-to-use SMTs these days is Zoom. It includes several features, such as annotation tools, polls, breakout rooms and video and screen sharing. These functions facilitate communicative language learning through the use of authentic language instruction in interactive synchronous classes.