Developing English speaking skills can be challenging for many English language learners. The advent of generative artificial intelligence (GAI) has prompted the emergence of a growing number of artificial intelligence (AI)-powered chatbots designed to tackle these challenges. One popular tool is ‘Call Annie,’ a GAI video chatbot that can act as a virtual assistant, enabling users to engage in immersive video calls with AI avatars. This technology review discusses its functionality, how it can be used in supporting learners’ language development, how teachers can collaborate with it in class and its potential limitations.

Since the emergence of ChatGPT, a type of large language model (LLM), there has been interest in how these tools can support language teachers’ professional practices and assist them with professional tasks, e.g., lesson planning. The current study explored how pre-service language teachers interacted with LLMs to assist them in improving lesson plans, and the knowledge and skills involved in these task-specific prompting practices. Data was collected from 25 pre-service teachers enrolled in a Master of Education in English Language Teaching program at a Hong Kong university. Analysis was performed on their submitted assignments, which included a revised lesson plan, a typed pedagogical rationale for the modifications, the logs of their interactions with the LLMs and reflections on the use of LLMs. The findings revealed a three-stage decision-making process among the teachers when interacting with AI to improve lesson plans. These were task identification, iterative prompting, and task implementation. Our findings also suggested that for teachers to engage effectively with LLMs they need pedagogical content knowledge, LLMs knowledge, and prompting skills. This study has implications for teacher professional development in enhancing prompt practices and the effective use of LLMs for accomplishing professional tasks.

This paper looks at Google’s NotebookLM, an AI-powered research assistant tool that can represent dense academic content in a range of output modes, like FAQs, timelines, study guides, and, most uniquely, as “Deep Dive” discussions. The discussions mimic a talk-show, where two AI-hosts unpack complex ideas from reading or audio texts, for example, a journal article or lecture, connecting them with related ideas. The talk-show format provides a relaxed, low-pressure way for learners to grasp key concepts. NotebookLM is especially helpful for those who may find academic reading overwhelming, as it transforms the reading process into a more enjoyable, multimodal experience. The paper describes and evaluates the discussion generation function in relation to principles of second language and digital learning. Overall, NotebookLM shows promise in helping learners to understand and engage with academic content more deeply and may be especially valuable for second language learners in English Medium Instruction (EMI) or bilingual education contexts which emphasize content development alongside language learning. However, the tendency of the AI-hosts to extract, embellish and augment the content may lead to misrepresentation of the original source text, raising epistemological concerns about the spread of misinformation.

Purposeful and strategic use of L1 can help with L2 learning. However, in many contexts, monolingual immersion approaches dominate, leading language teachers to refrain from using L1. It can also mean that teachers are not professionally prepared to implement evidence-informed uses of L1. In this article, we share the findings of an intervention study that aimed to raise preservice English language teachers’ awareness of purposeful L1 use while co-exploring ways generative artificial intelligence (AI) tools (e.g. ChatGPT) can aid teachers’ knowledge development and strategic utilization of L1 in L2 classrooms. Data were collected from fifty-six preservice language teachers in Hong Kong through a pre- and post-intervention mixed-method survey and follow-up group interviews. The findings show that explicit instruction on the use of L1 in L2 classrooms can increase preservice teachers’ intention to use L1 as well as their knowledge about the evidence-informed use of L1 and the ways in which generative AI tools can assist their implementation of L1.