This paper by Cambridge explores how GenAI is changing second/foreign language (L2) education. It compares the impact of GenAI to past “calculator-moments” in education: powerful, transformative — but needing caution. The authors discuss how GenAI can enable personalised and engaging learning experiences for students and assist educators with content and assessment design. They also raise concerns: risks of bias, misinformation, academic dishonesty, over-reliance, undermining teacher roles, and ethical questions about fairness and privacy. The article calls for a critical perspective to guide policy and practice in language teaching and learning.

What’s Covered

• Where has GenAI come from?
• What is the global educational context around AI
  and GenAI?
• What are the key questions and principles around
  the use of GenAI in L2 education?
• When should GenAI be used in L2 learning,
  teaching and assessment?
• What are the concerns and risks around GenAI?
• How can GenAI best augment teachers’ and
  students’ human intelligence?
• How can we stay ahead of GenAI?

Reference

Galaczi, E., & Luckin, R. (2024). Generative AI and Language Education: Opportunities, Challenges and the Need for Critical Perspectives. Cambridge University Press & Assessment. https://www.cambridge.org/sites/default/files/media/documents/CPELE_Generative%20AI%20and%20Language%20Education%20Opportunities%20Challenges%20and%20the%20Need%20for%20Critical%20Perspectives_FINAL%20%281%29.pdf