Dr. Elena Bazanova specializes in Higher Education pedagogies in TESOL contexts and has a wide range of publications reflecting her teaching and research, including ESP, EAP, and AI-based standardized testing for EAL learners. She received her PhD at Moscow State Linguistic University, where she did research into Internet-assisted language teaching at higher education level. She also holds a Diploma in Educational Management, (UK) and a Harvard Graduate Certificate in Business Rhetoric. She is currently Head of Foreign Languages Department, in addition to being President of the Association of Academic Writing Experts “National Writing Centers Consortium,” which she established in 2017. Elena is especially interested in promoting the global flow of Higher Education innovations in the practice and theory of teaching and learning across all disciplines in higher education.

Dr. Gerhard Fischer is Professor Emeritus of Computer Science, a Fellow of the Institute of Cognitive Science, and the founder and director for Lifelong Learning and Design (L3D) at the University of Colorado at Boulder. He is a member of the Computer-Human Interaction Academy (CHI; 2007), a Fellow of the Association for Computing Machinery (ACM; 2009), and a recipient of the RIGO Award of ACM-SIGDOC (2012). In 2015, he was awarded an honorary doctorate from the University of Gothenburg, Sweden.
His research has focused on new conceptual frameworks and new media for learning, working, collaborating, human-centered computing, and design. His recent work is centered on quality of life in the digital age, social creativity, meta-design, cultures of participation, design trade-offs, and rich landscapes for learning.
Publications at: http://l3d.cs.colorado.edu/wordpress/people/home-folders/gerhard-fischers-home-page/gerhard-fischers-papers/

Paper Presentation
A Research Framework Focused on AI and Humans instead of AI versus Humans
Despite lacking a shared understanding and a generally accepted definition, Artificial intelligence (AI) is promoted and credited with miraculous abilities to solve all problems. To gain a more nuanced and deeper understanding of the design trade-offs associated with AI, my presentation will propose a research framework that contrasts two competing frameworks: (1) AI versus Humans (characterized by strong AI and Artificial General Intelligence) focused on replacing human beings and (2) AI and Humans (characterized by intelligence augmentation and human-centered AI) focused on empowering human beings as individuals and communities.
The framework is supported by research activities that explored conceptual frameworks and inspiring prototypes. These developments have resulted in gaining a deeper understanding of how AI-type systems can contribute to "quality of life" aspects with a specific focus on rethinking and reinventing learning, education, working, and collaboration in the digital age.

Dr. Svetlana Suchkova directs the Academic Writing Center at Higher School of Economics, Moscow. She holds a degree in philology. She is a teacher of English, a teacher trainer, an expert in Cambridge exams, and the Board member of the National Consortium of Writing Centers.
Svetlana authored and co-authored several textbooks for university teachers and students, among them English for Academics series published by Cambridge University Press in collaboration with the British Council. She has participated with presentations in numerous national and international conferences, edited Scopus-indexed The Journal of AsiaTEFL. Her areas of expertise are academic and research writing, public speaking, and teacher training.

AWC AI Workshop Series
Your Roadmap to a Literature Review
The AI series will consist of two practice-oriented workshops with hands-on activities and tools demonstrations. Participants will be exposed to a variety of tools that facilitate writing their literature review. The tools are carefully selected and can be very helpful for research writers.
If possible, the workshop should be planned in the room equipped with computers and stable internet connection. Another option is a pre-requisite for participants to bring their own laptops.
Session 1 is focused on AI tools for collecting and analyzing literature necessary for a research publication. Participants will explore powerful instruments for gathering relevant academic resources on their research topics and discuss the pros and cons of the tools.
Speaker: Svetlana Suchkova
Session 2 is focused on AI tools that facilitate work with literature in foreign languages. This practice-oriented workshop will equip participants with AI strategies to overcome language barriers on the way to publication.
Speaker: Natalia Zharkova (Academic Writing Center manager, Higher School of Economics, Moscow)

Dr. Rachel Toncelli
Lecturer for Northeastern University, USA, Immerse and Global Pathways, where she teaches English language courses to undergraduate and graduate international students. Her current scholarly research explores how English language educators develop critical AI literacy and how AI can be purposefully leveraged to support teaching and learning.
Rachel is a co-recipient of the 2024 Ron Chang Lee Award for Excellence in Classroom Technology, awarded by TESOL International Association, for her collaboration on a blueprint for educators to productively explore the integration of GenAI into their language teaching. Her most recent publications include “A love-hate relationship: Exploring faculty attitudes towards GenAI and its integration into teaching,” “Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations,” and Artificial Intelligence, Real Teaching.

Plenary
Better Together: Innovating English Language Teaching with AI and Human-Centric Pedagogy
As generative artificial intelligence (GenAI) rapidly evolves, educators face the dual challenge of preparing students for a tech-driven future while encouraging human learning, creativity, and critical thinking. This talk explores the delicate balance between harnessing GenAI tools to enhance education and ensuring students engage in the productive struggle of learning that builds foundational knowledge and skills. Drawing from her own teaching experiences, research, and collaborations with fellow educators, the presenter will discuss strategies for navigating changing educational contexts. Topics include developing GenAI policies that foster teacher-student trust, cultivating AI literacy skills without sacrificing critical thinking, and fostering personal voice in speaking and writing. Thinking innovatively about how we partner with students in the learning process offers us opportunities to cultivate co-intelligence (Mollick, 2024) and center humanizing practices that will serve our students well beyond their academic years.

Workshop
Open Questions, Collaborative Answers: GenAI Policies and Practices in the Human-Centric English Language Classroom
In this interactive workshop, educators will collaboratively tackle some open questions that have emerged during the tremendous disruption to education caused by generative artificial intelligence (GenAI). Drawing from real-world scenarios, participants will explore strategies for leveraging AI tools while also preserving the human element in learning, such as amplifying students' unique voices, ensuring critical thinking and knowledge development, and using writing as a tool for both thinking and relationship-building. Participants will also engage in a simulation for co-designing GenAI policies that foster trust between teachers and students. This session is an opportunity to shape classrooms where technology enhances, rather than replaces, the core of human learning.

Dr. Brent A. Anders has a Doctorate in education, a Master’s in instructional technology, and a Bachelor’s in Psychology. He works as a university lecturer and learning science researcher at the American University of Armenia. Additionally, Anders is an author and has written several books on AI in education, the two most recent being The AI Literacy Imperative: Empowering Instructors & Students and 9 Point Action Plan: for Generative AI Integration into Education. He also does educational presentations and consulting around the world and even hosts an educational YouTube channel, with over 100 videos, called Sovore-Edu, that focuses on AI in teaching and learning.

Paper Presentation
Reviewing Redesigning Current Assignments/Assessments and Preparing for Future AI Developments
Many instructors know that AI is now a reality in education, but don’t really know what actions to take and the best way to move forward. This presentation will provide concrete steps that all faculty can take to improve their assessments in the age of AI. Additionally, information will be shared dealing with how we can work with AI as we evolve higher education to create a better and more relevant educational experience for everyone involved.

Workshop
Title: What Do Educational Institutions Need to Do to Properly Integrate AI Into Education
Description: Educational institutions all over the world are doing many different things in many different ways to try to address the issue of generative AI in education. This hands on workshop will lay out an organized frame work for helping institutions address this critical issue. Based on the book “9 Point Action Plan: for Generative AI Integration into Education” (Anders, 2024) this workshop will pose important question and then work in small teams to come up with ideas and answers to discuss and develop plans for implementation.

Dr. Jasmin (Bey) Cowin is an Associate Professor at Touro University and a 2024 recipient of the Touro University CETL Faculty Fellowship. A Fulbright Scholar and SIT Graduate. Her extensive expertise in artificial intelligence in education is further highlighted by her role as an AI trainer and former Education Policy Fellow (EPFP™) at Columbia University, Teachers College. Dr. Cowin regularly contributes to Stankevicius Media, writing on 'Insights at the Intersection of AI and Education.' Aligned with the UN's Sustainable Development Goal 4, she has contributed to initiatives such as Computers for Schools Burundi, served as a resource specialist for Amity University in Uttar Pradesh, India, and participated in TESOL "Train the Trainer" programs in Yemen and Morocco. Her research interests encompass simulation use cases for educators-in-training, AI applications in education, metaverses, and distributed ledger technologies, with a focus on preparing educators for Education in 2060.

Plenary:
Linguistic Frontiers: Navigating Language Education in the Age of AI
This 60-minute plenary session will examine possible effects of artificial intelligence (AI) on language education, framed within the rapid technological advancements and widespread hyperconnectivity characteristic of the Fourth Industrial Revolution. The aim is to present a balanced perspective that considers both the profound potential and the significant challenges posed by AI integration in educational settings. The plenary will first discuss how AI-driven technologies, exemplified by adaptive learning environments and immersive language applications, promise to transform language teaching and learning through personalized educational experiences. However, alongside these opportunities, critical concerns about data privacy and the potential for technology to overshadow traditional educational values - such as human interaction, critical thinking and analytical skills, holistic development, and the teacher’s role as mentor - will be addressed. A central part of the discussion will investigate the theoretical implications of AI on language through the lens of the Sapir-Whorf hypothesis, which posits that the language one speaks profoundly shapes one's thoughts and perceptions of the world. There will be a debate on the significant risk that extensive AI use in language education might promote homogenized linguistic expressions due to inherent AI biases, potentially erasing unique cultural identities and reducing the diversity of linguistic experiences. As this session concludes, the exploration extends into the prospective shifts within the profession of language education as precipitated by AI. The evolving landscape suggests a bifurcation where educators might increasingly assume roles as facilitators and curators of AI-driven content rather than traditional conveyors of knowledge. In this context, the educator's expertise in pedagogy becomes paramount, emphasizing the design and orchestration of learning experiences that leverage AI to enhance comprehension and engagement without diluting the essential human elements of education.

Workshop
Practical AI Prompting Techniques for Language Educators
Join for a comprehensive workshop designed to empower language educators with advanced AI prompting techniques that can be directly applied to their teaching and curriculum development. In this session, participants will explore a robust set of structured prompting patterns, including Meta Language Creation, Output Automater, Visualization Generator, Game Play, Reflection, Context Manager, Recipe, Persona, Question Refinement, and Cognitive Verifier. Each technique will be demonstrated through practical examples, illustrating their application in language teaching contexts. Educators will engage in hands-on activities, applying these techniques through exemplar prompts which will be shared. By the end of the workshop, participants will have a thorough understanding of how to integrate these AI prompting techniques into their teaching practices, equipped with actionable strategies and examples that can be immediately implemented in their professional practice.

Dr. Nataša Šelmić is an Assistant Professor and the Head of the English language department at the Faculty of Medicine, University of Niš, Serbia. Her scientific area of interest is devoted to teaching English to biomedical sciences. The MA thesis entitled Transformations of Syntactic Categories in English and their Equivalents in Serbian (2007) and PhD thesis entitled The role of English in Education and Professional Training of Medical Students (2010) represent the research in the area of English for specific and academic purposes and are the result of realizing particular linguistic needs of medical students. She is the author of the textbook English in dentistry (2008) and numerous scientific articles in the area of English for specific purposes. Besides, she is interested in simultaneous interpreting, translating and proofreading medical literature. She is a proofreader of the scientific journal Facta Universitatis (series Medicine and Biology), a member of the International Editorial Board of the Journal of Teaching English for Specific and academic purposes, published by the University of Niš, and Editorial Assistant Board of Acta Medica Medianae, the scientific journal published by the Faculty of Medicine University of Niš.

Paper Presentation
Integrating AI Tools into the English for Medical Purposes Course
The English for Medical Purposes course at the Faculty of Medicine University of Niš aims to satisfy the requirements of modern methodological ESP principles and information technologies. It includes а problem and project based, student centered approach. The aims and objectives of the course are to introduce students to Medical English as an aid to patient-doctor communication; raise awareness in using Medical English among colleagues for effective communication; introduce speaking, listening, reading, and writing skills in the medical context; and help them be confident in writing scientific articles and major components of medical reports and case studies. Integrating AI tools into teaching Medical English can substantially foster students' motivation and assist with vocabulary acquisition, pronunciation, and simulation of medical scenarios.
The aim of this presentation is to highlight the most effective AI-induced tools and approaches including pronunciation tools, virtual patient simulations, medical terminology learning tools, AI writing assistants, and translation tools.
Implementing AI tools in teaching Medical English represents the solid basis of the English for medical purposes curriculum, which is an answer to medical students’ particular linguistic needs. Besides the necessary expertise in the primary field of interest medical students are expected to develop communicative and information technology skills to be able to perform their future jobs successfully and exchange ideas and opinions with their colleagues from abroad on work-related issues

Dr. Irina Korotkina, D.Sc. in Education, Professor, Director of Academic Writing and Communication Center at the Russian Presidential Academy, Moscow, Russia. She holds two doctoral degrees in education (2008 and 2018), both dissertations being devoted to developing academic writing in Russia. She has taught academic writing for 25 years in English and 15 years in Russian, published 90 research papers, 11 books and designed two online courses on writing for research publication purposes and academic tutoring in Russian.

Paper Presentation
What AI Cannot Do? Teaching Writing as a Personal Product
Providing help for authors, AI seems to soon take over all the workload of writing. But does it supplement or substitute for knowledge communication? What shall reviewers do if plagiarism cannot be detected? And does it mean the end of teaching academic writing and academic English ad hoc? The presentation focuses on the aspects of writing that cannot be substituted by AI – at least not yet.

Valeria Evdash is the Director of the Center for Foreign Languages & Communication and the Director of the Center for Academic Writing “Impulse’, the University of Tyumen. With over 25 years of experience teaching EFL, she has also been a teacher trainer. She was the British Council regional teacher-trainer in Russia. Valeria is an active member of several professional organizations, including the Association of Academic Writing Experts “National Writing Centers Consortium”, the Russian National Association of Teachers of English (NATE Russia), and TESOL. Additionally, she is an alumnus of U.S. government-sponsored exchange programs. Her expertise covers Continuing Professional Development, English language acquisition and methodology, and academic writing. At national and international conferences, she has shared her insights through engaging presentations that combine innovative teaching techniques with real-world examples. Valeria is committed to encouraging a community of educators and learners, inspiring others to embrace the transformative power of language.

Workshop
Using AI to Create an Engaging Academic Bio
In today’s competitive academic landscape, a well-crafted academic biography is essential for establishing a professional identity and connecting with a diverse audience. This workshop will focus on the process of creating an academic bio that effectively highlights achievements, research interests, and personal narrative. Participants will explore key elements of a compelling bio, including tone, structure, and audience awareness. Through interactive exercises and peer feedback, participants will refine their bios to better resonate with potential audiences. By the end of the workshop, participants will have a refined bio that reflects their academic credentials, their unique voice and passion for their field.

Dr. Mikhail Matveev is a Candidate of Philology and Senior Lecturer at the Department of Foreign Languages, Moscow Institute of Physics and Technology, Russia. His research interests lie in psycholinguistics, cognitive science, neuropedagogy, and translation studies, with a primary focus on the intersection of language and cognition. He completed his postgraduate studies at the Institute of Linguistics, Russian Academy of Sciences, where his thesis explored the formation of mental images by verbal and nonverbal parts of multimodal texts. Mikhail has numerous publications in both Russian and international journals indexed in Scopus and Web of Science. In addition to his academic responsibilities, Mikhail is actively involved in promoting innovative practices in language education. He is particularly interested in enhancing the understanding of cognitive processes in language learning and teaching.

Paper Presentation
Transformative Potential of AI Technologies in Foreign Language Learning
The integration of AI technologies, such as ChatGPT, into language education offers revolutionary benefits, including enhanced engagement, personalisation, and cognitive support. ChatGPT is grounded in neuroeducational principles such as neuroplasticity and affective factors, which collectively foster motivation and provide tailored learning experiences. The potential of AI in the real world is exemplified by the use of chatbots in Duolingo and the implementation of personalised pathways in Rosetta Stone. Nevertheless, ethical considerations, including academic integrity, bias, and data privacy, must be addressed. This article examines these issues, emphasising the necessity for responsible AI implementation in order to fully realise the potential of AI in transforming foreign language learning.

Alexander Aton
University lecturer at Moscow Institute of Physics and Technology, MA in Writing from Missouri State University, CELTA from International House, experience teaching in the United States, Germany, Austria, and Italy.

Paper Presentation
Writing Styles of LLMs
Everyone from managers to coders - and even students! - are using LLMs to write their reports, websites, and essays for them. However, in an academic setting, when the purpose of a writing task is to build a student’s writing skills (particularly in a foreign language), LLMs prevent the student from getting practice. How are students using LLMs to do their writing for them? What tendencies can be found in non-human generated writing? And how can teachers recognize it?

Aria Bierlaire
Born in 1993 in Belgium, Aria was raised in Switzerland where she obtained her doctorate in social sciences. She then moved to Paris to pursue a master's degree in social anthropology. During her studies, Aria developed a growing interest in the field of ethics in health, particularly in the context of end-of-life care, palliative care, and sedation. Additionally, she explored the topic of emotional management in the workplace.
After completing her studies, Aria traveled to England (Birmingham) and the USA (Princeton), where she focused on more personal projects. In September 2023, she joined the faculty at MIPT as an English instructor. Aria currently teaches two courses: Ethics of Artificial Intelligence and Sociology of Emotion. She is also actively involved in leading two English-speaking clubs, where students can practice their language skills and engage in meaningful discussions.

Paper Presentation
ChatGPT, Helper or Detractor for Creative Writing?
What is the impact of AI on students’ writing abilities and on their creativity? Is ChatGPT a tool teachers should promote or demote? So far, the literature indicates no consensus on the matter. Maybe, one way to help us decide is to ask the students themself. That’s why we have organized a creative writing workshop using ChatGpt. Students had to write a creative text using ChatGPT, the task was then followed by a discussion. They also had to complete a survey. During our talk, we intend to share the result of our little experiment.

Dr. Liudmila Bolsunovskaya, the Associate Professor, Ph.D. (Philology), Branch of Foreign Languages, School of Core Engineering Education, National Research Tomsk Polytechnic University, Tomsk, Russia. She has 20 years of teaching experience in the sphere of Higher Education. She is the author and co-author of about 100 scientific publications in the field of English as a Second Language, English as a Medium of Instruction, Applied Linguistics, Discourse Analysis, Risk Management in Russian Arctic region. Her particular passions are how teaching, curriculum organization can support and expand learning, especially in engineering education. Her research interests also include discipline-specific teaching in higher engineering education.

Paper Presentation
AI Revolutionizes Research Writing: Review of Tools for Students and Educators
The paper considers different tools based on Artificial Intelligence (AI), such as Heuristica, Open Read, Explain Paper, Tavily, Scispace, and Perplexity that empower students and educators to write research paper. These tools can offer topic suggestions, reliable source recommendations, and comprehensive analyses of research papers. Moreover, AI assists with writing structure, editing, and citation, promoting clarity and academic integrity. While AI tolls are invaluable, it is crucial to remember that they are supplements, not replacements, for human thought and creativity.

Dr. Mikhail Zolotarev is an Associate Professor and Vice Dean for Research at the Department of Arts, Russian and Foreign Languages at Saratov State University, Russia. He has over a decade of experience in ELT and is dedicated to fostering critical thinking among his students. His research interests include reflective practices in teacher training and integrating artificial intelligence into teaching academic writing, aiming to adapt to evolving technological landscapes.

Paper Presentation
Content-Analysis of Prompts for AI-Generated Feedback on Academic Writing
The integration of AI-powered tools for providing feedback on academic writing is considered an innovative approach in university language education. This method requires teachers to write structured texts, known as prompts, which can be interpreted and understood by generative models of artificial intelligence. This study involved a content analysis of these prompts to identify common characteristics in their communication content and to examine how these characteristics relate to the ideas expressed by their authors.

Dr. Anna Sebryuk, a linguist and academic writing instructor, has been teaching academic writing in English and various linguistics-related disciplines at the Higher School of Economics in Moscow for almost a decade. Holding a PhD in Philology, Anna specializes in sociolinguistics, language teaching, and American studies. She is an associate professor at the HSE School of Foreign Languages who regularly publishes research articles to contribute to her field. In 2014, Anna was honored as a Fulbright alumna.

Paper Presentation
From Tradition to Innovation: AI-Driven Approaches to Literature Reviews
This research investigates the impact of integrating artificial intelligence (AI) tools into undergraduate academic writing courses, specifically focusing on the creation of literature reviews. A pilot study examined how AI tools aided students in source identification, summarization, and organization, revealing significant improvements in literature review quality compared to traditional methods. The presentation will showcase effective AI tools and provide practical strategies for educators to incorporate AI into their teaching, emphasizing the importance of maintaining original thought and critical analysis. The ultimate goal is to equip educators with innovative techniques to enhance student research and writing skills, fostering a more efficient and effective learning environment.

Dr. Tatyana Sidorova is an Associate Professor at MGIMO University, Russia. She holds a degree in Linguistics, Ph.D in Education, and MBA in Educational Management, Skolkovo School of Management, Russia. As an educator, she teaches English for Specific Purposes and Academic Writing to students majoring in International Relations. As a researcher, she integrates her expertise in pedagogical and cognitive sciences to enhance language acquisition and critical thinking skills among learners in tertiary education. While understanding the dynamics of educational institutions and their implementation of innovative strategies, Dr. Sidorova not only contributes to academic discourse and new methodologies, but also advocates for integrating cutting-edge technology into language education. Her current research interests lie at the intersection of language acquisition and neurotechnology, particularly in the application of eye-tracking research to assess cognitive processes involved in language and thought. This approach allows her to explore how students engage with complex texts and develop strategies to improve their comprehension, retention, and cognitive engagement.

Paper Presentation
Language Proficiency Assessment 4.0: Applying Eye Tracking and AI Algorithms to Measure Cognitive Processes
Formal assessment is crucial for evaluating language proficiency and monitoring progress, which are typically measured through tests. But factors like poorly designed assessments materials and student cheating can compromise results. Technological advances, particularly eye-tracking capabilities, can enhance data collection during testing by revealing cognitive efforts and attention patterns. Eye tracking can assess test usability, cognitive load, and potential cheating. The presentation will showcase eye-tracking indicators and discuss how this data can inform Machine Learning algorithms for improved assessment strategies.

Dr. Kate Koppy is the Director of the Writing and Communications Center and an Assistant Professor of English in the Department of Humanities and Languages at the New Economic School (Moscow). Her research focuses on the intersection of narrative and community, specifically the ways in which the stories we tell foster and maintain individual and community identities. Her work on textile production as a vehicle for marginalized voices can be found in “Writing Our Stories with Hooks and Needles” (Cultural Studies, 36.5) and in the Narrative Textiles Database project. Her current research explores student agency and its interaction with both generative AI and with plagiarism in “Exploring Generative AI in the Writing Classroom and the Writing Center” ( Journal für Schriebwissenschaft, vol. 26) and an in-progress article titled “Orientation and Authority in the First-Year Writing Classroom.” Koppy holds a PhD in Comparative Literature from Purdue University (USA) and has also written extensively about fairy tales.

Paper Presentation
Authority, Voice, and AI in EFL Writing Programs
I will show how disorientation causes a crisis of confidence, during which student writers cede authority to external tools—websites, AI chatbots, library books, paper mills. Finally, I argue that when authority figures (professors, tutors) consciously acknowledge the new orientation(s) students are being required to form, this supports students’ performance as writers and helps to build the sense of authority they need to contribute to the discourse communities of their fields of study.

Irina Rymanova Research-Instructor, Senior Lecturer, Foreign Languages Department of School of Social Sciences, Tomsk Polytechnic University, Tomsk, Russia. Research interests are English language teaching via information technologies, artificial intelligence and developing methodology for writing based on blended learning. The main research results are reflected in 40 articles and 2 Course books. She developed 5 electronic courses on LMS Moodle for students and postgraduates.

Paper Presentation
AI Revolutionizes Research Writing: Review of Tools for Students and Educators
The paper considers different tools based on Artificial Intelligence (AI), such as Heuristica, Open Read, Explain Paper, Tavily, Scispace, and Perplexity that empower students and educators to write research paper. These tools can offer topic suggestions, reliable source recommendations, and comprehensive analyses of research papers. Moreover, AI assists with writing structure, editing, and citation, promoting clarity and academic integrity. While AI tolls are invaluable, it is crucial to remember that they are supplements, not replacements, for human thought and creativity.

Dr. Yury Chekhovich, Ph.D. in Math, President of the Antiplagiat Company, Moscow, Russia

Paper Presentation
Generative AI Models with Their Full Reveal
AI technologies have significantly changed our lifestyles. The technologies seemed impossible to achieve just a few years ago have appeared and are developing day by day. Generative services based on LLM have already become a familiar tool for many people. The simplicity of interactions with the services and the comparably high quality of artificial texts have played a significant role in this process: now texts look like human-written. One more important property of generative models that ensured their high popularity is their formal originality, i.e. their difference from all texts that previously existed. In the era of widespread use of plagiarism detection services, this property has provided additional attractiveness of the generated texts. The report discusses the features and limitations of modern generative models. Their understanding can help students, teachers and scientists to avoid risks arising when using generative services.

Co-authors
Andrey Grabovoy, PhD in Math, Head of the Researches Department at the Antiplagiat Company, Associate professor at the Department of Intelligent Systems, Moscow, Russia
German Gritsai, Researcher at the Antiplagiat Company, Master student at the Moscow Institute of Physics and Technology, Moscow, Russia

Dr. Natalia Kasatkina, Doctor of Philosophy in Literature, Reading and Culture from the University of Arizona, USA and Doctor of Philosophy in Education from the Yaroslavl State Pedagogical University named after K.D.Ushinsky, Yaroslavl, Russia.

Paper Presentation
What Does Aristotle Have to Teach Us about Writing in the World Saturated with AI-Generated Texts?
To address the question, we will start by presenting our research framework and the results we yielded from analyzing research papers in light of three means of persuasion, i.e., logos, pathos, and ethos. Then we will bring our lens closer to the most vivid examples of articles published in peer-reviewed journals and then replicated with the help of ChatGPT. Finally, we will reflect on the pairs of texts written by esteemed researchers and replicated by ChatGPT and try to find the ground on which human–AI collaboration can thrive and flourish.

Dr. Dmitriy Tulyakov, Candidate of Philology and an associate professor in the Department of Foreign Languages, HSE University, Perm, Russia. Dmitriy has numerous publications in applied and corpus linguistics, English for academic purposes, and business communication. He has extensive experience teaching Academic Writing to ESL students and is especially interested in modern approaches to teaching and researching undergraduate and professional writing.

Paper Presentation
Adapting an Academic Writing Course for the Age of Generative AI: Raising the Bar
This paper explores the adaptation of academic writing instruction in response to the rise of generative AI. It argues for shifting focus from producing texts that meet specific requirements to developing critical thinking and analytical skills that precede writing. The paper presents a case study of a course redesign, highlighting the importance of engaging with students' values and motivations while preparing them for academic writing in an AI-enhanced landscape.

Dr. Lyudmila Boyko, Ph.D., Associate Professor, I. Kant Baltic Federal University, a seasoned university teacher with over 40 years of experience in teaching and reseach. Translator, interpreter, researcher. Authored over 50 articles and 3 books.

Paper Presentation
ChatGPT for Research and Education Purposes: As Long as the Tail is not Wagging the Dog
This paper explores ChatGPT's role in research and education, focusing on creativity and heuristics. It highlights concerns that students over-rely on AI, stifling independent thinking and critical judgment. The study suggests that students often abandon their original ideas after using ChatGPT, raising ethical concerns about authorship and the impact on learning outcomes.

Elena Iarkova is an accomplished EFL teacher with a degree in Philology from Tyumen University, where she graduated with honours in 1983. With over 40 years' experience in academic and teaching roles at university level, she has continuously developed her expertise through postgraduate courses in foreign language teaching methods, pedagogy and higher education psychology both in Russia and abroad, including language training at the University of Wolverhampton (UK) and the University of Central Florida (USA).
Iarkova has actively participated in international conferences and seminars, served as an official translator and conducted practical courses in translation studies. In particular, she supervised the international virtual project XCulture for six years, facilitating the participation of 100 students who received international certificates from the University of Greensboro. In recognition of her contributions, she was awarded the Global Collaborator Certificate in 2016.Iarkova is a member of the Tyumen Regional Association of English Language Teachers (TumELTA) and the Russian Association of Linguists - Cognitive Scientists (RALC). Her recent research focuses on the application of cognitive modelling technology and AI in project-based learning, and she has coordinated several international projects aimed at improving students' speaking skills and promoting intercultural communication. Her awards include a Letter of Appreciation from Tyumen University in 2023 and a Laureate Diploma for Pedagogical Skills in 2021.

Paper Presentation
Transforming English Language Teaching: Integrating Cognitive Linguistics and Artificial Intelligence
This presentation explores the integration of cognitive linguistics and artificial intelligence (AI) in English language teaching. It envisions a classroom where personalised learning supports each student's unique needs, reduces communication anxiety and enhances authentic interaction. By using cognitive approaches alongside AI tools, teachers can create dynamic learning environments that promote effective communication and deeper understanding of the language.

Dr. Irina Tivyaeva holds the position of Professor at the Department of Linguistics and Translation Studies and Deputy Director at the Institute of Foreign Languages, Moscow City University. Her involvement in the academic community extends to serving as a Deputy Chairman of the Dissertation Council at Moscow City University and participating in editorial boards for various linguistic journals. Professor Tivyaeva’s recent research primarily focuses on academic translation and the use of AI technologies in translator and teacher training, where she explores methodologies and practices essential for effective scholarly and professional communication. She has published extensively on these topics, contributing to the understanding of academic discourse structures, translation strategies, and the integration of digital tools in educational settings.

Paper Presentation
Empowering Students: Methodological Approaches to Using Generative AI in Qualification Papers
The presentation discusses the increasing relevance and challenges of integrating artificial intelligence (AI), specifically large language models (LLM), in higher education. It focuses on the case of Moscow City University, which was the first to officially approve the use of AI technologies in graduate qualification papers, and elaborates on attempts to work out a regulatory framework to enhance the quality of qualification papers written by students of the Institute of Foreign Languages.

Ekaterina Kombarova has earned a Master’s Degree in Computer Science at the National University of Kyrgyz Republic. Ekaterina has been working at AUCA since 2000.
She has wide experience in operational management, and her professional interests include a varied range of topics, including:

• IT integration into pedagogical/administrative practice;
• AI tools;
• organizational management;
• corporate communications;
• strategic planning, etc.

Ekaterina is interested in analyzing and promoting information technology in any sphere of the university's life, and she regularly provides IT training for AUCA faculty and staff members.

Paper Presentation
Integrating AI in Business Communication Teaching at AUCA: A Three-Semester Experience, Insights, and Recommendations
AI tools have rapidly emerged in the educational landscape. To assess both the benefits and challenges they pose to course content, learning processes, and teaching practices, a project implementing AI tools was initiated on an experimental basis in the Business Communication course, starting in Spring 2023.
The course was collaboratively taught by the Business Administration department and the Center for Teaching, Learning, and Technology. This experiment has been conducted over the past three semesters and is planned to continue in the future.
During the session, we will report on the pedagogical, practical, and technological experiences of introducing AI tools, along with the feedback gathered from students.

Dr. Natalia Korosteleva is an Associate Professor at the School of Entrepreneurship and Business Administration of the American University of Central Asia. She holds a Ph.D. in Political Sciences from Kyrgyz Russian Slavonic University, attested by the Moscow Attestation Commission (2005, Kyrgyzstan), and a specialized degree in Linguistics from Kyrgyz State University (1981, Kyrgyzstan).
Dr. Korosteleva joined AUCA in 2007 and served on the Scientific Council and Senate, as well as in academic and advising activities. With over 20 publications, she explores topics in business, management, business communication, students’ values and norms, and education. She develops projects for implementation with students and applies a wide variety of pedagogical tools, methods, and participatory approaches in her classes.
During her career, she gained extensive practical experience taking managerial positions for multi-national, multi-religious, and multi-disciplinary international and local projects, programs, and companies. She gained valuable experience as an international consultant in post-conflict environments of Kosovo, Pakistan, and Osh (Kyrgyzstan) and as a company business representative in the United Arab Emirates.

Paper Presentation
Integrating AI in Business Communication Teaching at AUCA: A Three-Semester Experience, Insights, and Recommendations
AI tools have rapidly emerged in the educational landscape. To assess both the benefits and challenges they pose to course content, learning processes, and teaching practices, a project implementing AI tools was initiated on an experimental basis in the Business Communication course, starting in Spring 2023.
The course was collaboratively taught by the Business Administration department and the Center for Teaching, Learning, and Technology. This experiment has been conducted over the past three semesters and is planned to continue in the future.
During the session, we will report on the pedagogical, practical, and technological experiences of introducing AI tools, along with the feedback gathered from students.

Natalia Fedorova, manager at the HSE Academic Writing Center, has over 15 years of experience in teaching English in a variety of contexts. She holds a degree in English Philology, Trinity CertTESOL (Trinity College London), CPE, and FTBE (Pearson). Natalia participated in the 4^th and 5^th conferences of the National Writing Centres Consortium and attended the ISTE Live 2024, which is the biggest edtech conference in the world. Her professional interests include EAP, ESP, teacher training, and project management in education.

Paper Presentation
AI in Education: Bane or Boon?
Educational institutions and educators worldwide have been struggling with the consequences of AI advent and striving to adapt and stay in line with the changes. The presentation will outline some of the AI-related issues that educators are facing as well as the solutions that major Russian universities have come up with. The speaker will present an overview of university policies concerning the use of AI in teaching and the practices implemented by the Academic Writing Center of the HSE University as an educational hub and a space for experience-sharing.

Dr. Anna Gorizontova graduated from Moscow State University and got her PhD from the Russian Academy of Sciences. For over 20 years she worked for different international educational companies (Macmillan, Pearson-Longman, Cambridge Assessment). Since 2022 she has been teaching several courses at MIPT, including one in Cross-Cultural Communication. Her main research interests also include foreign language testing and assessment.

Paper Presentation
Artificial Intelligence and Cross-Cultural Communication: the State of Affairs and Future Prospects
Artificial Intelligence has influenced all spheres of language teaching, so it is only natural that attempts have been made to use its resources in teaching and researching cross-cultural communication. So far the real impact of AI, however, has been limited mostly to that of a convenient tool able to translate messages exchanged by participants of cross-cultural dialogue. AI (and Chat GPT in particular) is able to generate some useful advice on dealing with partners from different cultures. Yet, such texts tend to have some drawbacks. The paper will look at potential new ways of using AI to teach cross-cultural communication.

Natalia Zharkova, manager at the HSE Academic Writing Center, the author and organizer of the AI Geeks project. She holds a degree in history from HSE University. Her professional interests include using AI for academic purposes.

AWC AI Workshop Series
Your Roadmap to a Literature Review
The AI series will consist of two practice-oriented workshops with hands-on activities and tools demonstrations. Participants will be exposed to a variety of tools that facilitate writing their literature review. The tools are carefully selected and can be very helpful for research writers.
If possible, the workshop should be planned in the room equipped with computers and stable internet connection. Another option is a pre-requisite for participants to bring their own laptops.
Session 1 is focused on AI tools for collecting and analyzing literature necessary for a research publication. Participants will explore powerful instruments for gathering relevant academic resources on their research topics and discuss the pros and cons of the tools.
Speaker: Svetlana Suchkova
Session 2 is focused on AI tools that facilitate work with literature in foreign languages. This practice-oriented workshop will equip participants with AI strategies to overcome language barriers on the way to publication.
Speaker: Natalia Zharkova (Academic Writing Center manager, Higher School of Economics, Moscow)

Artem Sigaev (Tim) joined ITMO University in 2021, where he teaches General English, English for Specific Purpose (ESP), Academic Writing and Presentation Skills to both undergraduate and graduate students. Artem Sigaev is also a member of the PhD Speaking Club and Discussion Forum development team. He holds a B.A. with honors in Foreign Philology and M.A. in Counseling Psychology. In the beginning of 2024 he and his colleague developed a course for ITMO employees "AI in Education: Effective Lesson Design". In his free time, Artem likes to watch movies and read books, which he usually turns into worksheets for his classes.

Paper Presentation
Integrating AI tools and Cinematic Content in English Language Teaching
This paper examines the integration of AI tools (ChatGPT, Drift, Pi AI) into English language teaching through the creation of customized materials based on cinematic content (Dead Poets Society, Blade Runner 2049, Spotlight, Dickinson). It discusses a structured methodology for developing educational resources that include vocabulary exercises, discussion questions, and creative prompts inspired by films. Emphasizing communicative language teaching and task-based learning frameworks, the study highlights the benefits of exposing learners to authentic language usage and cultural contexts, while also addressing the challenges of employing AI-generated content. Ultimately, the research advocates for a balanced approach that combines AI tools with traditional teaching methods, aiming to enrich language education and create adaptable, engaging learning experiences.

Victoria Tevs has a Master's in philology. She works as a lecturer at the Department of Foreign Languages for Humanities, Demidov Yaroslavl State University. She teaches General English, Writing and Presentation Skills for bachelors’ students. Victoria is especially interested in the CEFR system and a new vision of language learning it offers. In the spring of 2023, she launched a course to put the vision into practice, foster students` love of writing, and encourage them to let their ideas spread wings and take flight into the world.

Paper Presentation
What Does Aristotle Have to Teach us about Writing in the World Saturated with AI-Generated Texts?
To address the question, we will start by presenting our research framework and the results we yielded from analyzing research papers in light of three means of persuasion, i.e., logos, pathos, and ethos. Then we will bring our lens closer to the most vivid examples of articles published in peer-reviewed journals and then replicated with the help of ChatGPT. Finally, we will reflect on the pairs of texts written by esteemed researchers and replicated by ChatGPT and try to find the ground on which human–AI collaboration can thrive and flourish.

Dr. Olga Akimova is an Associate Professor at Lomonosov Moscow State University Business School. Her academic background includes a PhD in Philology from Moscow Pedagogical State University and a Master's degree in Cultural Management from the University of Manchester. Olga specializes in Business English and holds several major international certificates including CELTA and IBET. Her research interests also encompass AI in education. She currently holds a position of a Method Lead in AI Lab GSOM SPbU and runs a Telegram channel on AI tools for teachers (@Yourevilteacher).

Paper Presentation
AI Literacy of University Faculty Members in Russia: Competency Matrix
AI literacy of university faculty members in Russia: competency matrix
The research aimed at introducing a competency matrix for AI literacy of university faculty members in Russia.

Theoretical background formed the TPACK framework and theory of planned behavior. The research design included two stages. During the theoretical stage we conducted an exploratory literature review to analyze existing frameworks for AI-literacy of non-experts in AI (k=178), which could be relevant for educational context. During the empirical stage, content analysis of universities' faculty personal plans (k=12) and vacancies’ announcements (k=55) helped to derive a matrix of competencies relevant for the analyzed context.

Alisa Polonskaya is an education assistant and lecturer at Moscow Institute of Physics and Technology, she holds a higher professional education in Theory and Methodology of Teaching Foreign Languages and Cultures (Moscow State Linguistic University). As an applicant for a Candidate of Sciences degree in the scientific specialty Methodology and Technology of Professional Education, Alisa Polonskaya is working on a dissertation, which is focused on the development of analytical skills in technical university students in the process of learning English in the context of the academic discipline "English for Professional Purposes." Her professional interest lies in organizing student training in higher education and modern methods of teaching foreign languages in a non-linguistic university, developing students’ analytical skills, improving the quality of student learning, creating and using new approaches and methods for the educational process improvement.

Paper Presentation
Collaborative Efforts of AI and Human Educators to Create an Educational Ecosystem

The landscape of education is undergoing a dramatic shift, driven by the increasing presence of Artificial Intelligence and intricate dance between (AI) and Human Intelligence (HI). While some fear the first one replacing human educators, a more promising future lies in a collaborative ecosystem, where AI and human teachers work together to enhance the learning experience. Looking ahead, it is becoming increasingly apparent that our methods for preparing the next generation for the challenges and opportunities they'll face must evolve. In this study, we delve into how AI and HI are poised to play complementary roles in higher education and beyond, working together to create a more effective and enriching learning environment.

Dr. Samira Moussaoui is a dedicated educator with a Ph.D. in English Language Teaching and Educational Psychology. She has a strong background in teaching EAP, ESP, research skills, academic writing, and other academic disciplines. Her research interests include, but are not limited to second/foreign language acquisition, academic writing, affect in learning, assessment/feedback, and educational technology.

Paper Presentation
Teacher Feedback versus AI Feedback in Project-Based Learning Lab Report Writing
As Artificial Intelligence (AI) continues to offer new possibilities in education and in language learning in particular, researchers from different backgrounds are endeavoring to reveal AI’s potentials, affordances, and challenges. One line of inquiry that may be a worthy pursuit in this regard is the comparison between teacher feedback (TF) and AI feedback. Hence, the present mixed-methods research aims to investigate tertiary students’ perception of these two feedback types as pertains to their Project-Based Learning (PBL) lab report writing.

Olga Gudkova, Senior Lecturer, is a PhD student in Methodology and Technology of Professional Education. Dissertation: Enhancing Critical Thinking skills of Biology Students in a Non-linguistic University. She has worked at MIPT since 2003 teaching various courses in bachelor’s and master’s programs. She has constantly improved qualifications in the areas essential for her professional growth, Advanced English Course. Incorporating new methods of teaching English as foreign language, Masonic Hall Kingston upon Themes. London, Hampton Consultancy LTD. English Language Teaching Methodology Course at Embassy CES. IELTS Teacher Training Course, Embassy CES, Cambridge.

Paper Presentation
AI E-Glossary - 1500 Terms and Concepts to Simplify Your AI Experience
The project introduces an electronic glossary featuring 1,500 terms and concepts related to Artificial Intelligence terminology. The goal is to simplify the extensive AI vocabulary, catering to a diverse audience and simplifying complex concepts. The e-glossary includes abbreviations, usage examples, and pronunciation guides. It is essential for educational needs, linking educators and students, expanding information access, and making learning more personalized. The project's advantages include expert review and validation, alignment with the State Standard, and consideration of various contexts and connotations from authorized sources. The e-glossary offers accessibility from any internet-connected device, updates to technology advancements, customizable study lists, integration with other educational technologies, self-directed learning, and interdisciplinary learning.

Dr. Saleh Arizavi has a Ph.D. in Applied Linguistics from Shahid Chamran University of Ahvaz, Iran. He teaches language skills and ESP courses at the Center for Preparatory Studies (CPS) at Sultan Qaboos University (SQU), Sultanate of Oman. His research interests include second language writing, academic writing, genre analysis, and argumentation. Saleh has published in several reputable journals and presented his work in many international conferences.

Paper Presentation
Teacher Feedback versus AI Feedback in Project-Based Learning Lab Report Writing
As Artificial Intelligence (AI) continues to offer new possibilities in education and in language learning in particular, researchers from different backgrounds are endeavoring to reveal AI’s potentials, affordances, and challenges. One line of inquiry that may be a worthy pursuit in this regard is the comparison between teacher feedback (TF) and AI feedback. Hence, the present mixed-methods research aims to investigate tertiary students’ perception of these two feedback types as pertains to their Project-Based Learning (PBL) lab report writing.

Olesya Shadrina, Senior Lecturer at Moscow Institute of Physics and Technology (MIPT); graduated from Tula State Pedagogical University, department of Foreign Languages; completed postgraduate studies in 2023; continues working on the thesis devoted to AI terminology; IELTS instructor since 2020; TKT Modules 1, 2, 3.

Paper Presentation
AI e-glossary - 1500 Terms and Concepts to Simplify your AI Experience
The project introduces an electronic glossary featuring 1,500 terms and concepts related to Artificial Intelligence terminology. The goal is to simplify the extensive AI vocabulary, catering to a diverse audience and simplifying complex concepts. The e-glossary includes abbreviations, usage examples, and pronunciation guides. It is essential for educational needs, linking educators and students, expanding information access, and making learning more personalized. The project's advantages include expert review and validation, alignment with the State Standard, and consideration of various contexts and connotations from authorized sources. The e-glossary offers accessibility from any internet-connected device, updates to technology advancements, customizable study lists, integration with other educational technologies, self-directed learning, and interdisciplinary learning.

Dr. Tatiana Shutova works at the UNESCO Institute for Information Technologies in Education (UNESCO IITE) where she is actively involved in the projects dedicated to teachers’ professional development in areas of ICT and AI in education. She holds a Doctoral degree in Linguistics (Russia) and a Master’s degree in Social Sciences (UK) with the focus on Education. At the same time, Dr. Shutova is Associate Professor (Docent) at the Advanced School of Electric Transport of MosPolytech (Moscow) where she teaches English for Professional Purposes to Master’s students.

Workshop

Using AI Solutions for Teaching English to Master's Level STEM Majors

Join us for the workshop "Using AI Solutions for Teaching English to Master's Level STEM Majors," designed to equip educators with innovative strategies for enhancing English proficiency among STEM students. In this interactive 90-minute session, participants will explore the specific foreign language learning needs of STEM majors and practical AI tools such as ChatGPT, Twee, Eduaide, Diffit, MagicSchool, and others. The participants will leave with concrete techniques to design curriculum activities, foster communication skills, and address the common challenges faced by STEM learners in mastering English.

Dr. Liudmila Kuznetsova, Lecturer for Ningxia Institute of Science and Technology, China, where she teaches English to undergraduate English majors. Her professional experience includes teaching EAP and Academic Writing to graduate students at St Petersburg University, Russia; training national and international groups of university teachers; co-ordinating and participating in a number of British Council projects. She has also worked as an examiner and trainer for a number of Cambridge exams and IELTS testing centres. Liudmila has co-authored several course books for university students and teachers, has conducted research and published articles on EMI, ESP, EAP in Russian and international journals, presented at conferences. Her current research focuses on teaching academic writing with technology and EAP.

Paper Presentation
A Way not to Let Technology Replace Pedagogy in Teaching Writing
As AI confidently enters the field of education, and more specifically, the teaching of writing in a foreign language, we, teachers, need to rethink and reshape the way we do it. By taking a product-oriented approach, we are doomed to fail on our promise to teach our students to write - chatbots will do all the work for them. By focusing on the process of writing, encouraging students to exert effort, and practicing strategies they can use to complete assignments, we may succeed in achieving our goal of developing students’ skills and strategies as writers rather than AI users.

Dr. Ekaterina Vikhrova, Ph.D. in Philology and an Associate Professor in the Department of Foreign Languages, MIPT, began her professional journey at the Department of the English Language for Natural Science Faculties in Moscow Lomonosov State University. She worked there for ten years teaching English to future biologists and students of the Faculty of Material Sciences. As a graduate of the Faculty of Foreign Languages and Area Studies, MSU, she chose to focus on translation as her post-graduate subject. This interest transformed into a long-term engagement as a translator and copy editor in various publishing houses and academic journals committed to educating people in matters of life sciences and social science. Later on, Ekaterina joined the team of the Department of Foreign Languages at MIPT and has been excited ever since to help develop English speaking and writing skills in students of the Institute. Her current research interests are focused on modern approaches to fostering soft skills as part of language learning and on the potential of neuroeducation.

Paper Presentation
Mapping Academic Integrity in the Age of AI: a Problem vs Opportunity Continuum
The AI and the alphabet, the arch and the watermill, the printing press and the telephone, coins and papyrus, the crossbow and the wheel, the plough and metal weapons, and many more inventions have faced resistance, skepticism or reluctance at the time of their introduction to later become widely accepted and essential to the functioning of society. An overview of modern strategies aimed to harness AI, specifically in an academic context and with the view of fostering academic integrity, is proposed. The strategies exercised globally are described that range from AI proctoring to a potential return to ‘analog’ education.

Dr. Vladimir Elkin is an Associate Professor, Ph.D. in Philology, the Head of the Department of Experimental Linguistics and Intercultural Competence, Institute of Foreign Languages and International Tourism, Pyatigorsk State University (Russia). His PhD thesis entitled "Dialogue speech is the main sphere of realization of linguistic economy" (2001) is devoted to the study of the English colloquial speech from the standpoint of the realization of the principle of economy which is represented by special linguistic means at various levels of the language system. V. Elkin is the author of more than 80 publications of scientific and methodological orientation. The area of scientific interests and research includes: linguocommunicativistics, colloquialistics, English stylistics, semiotics, psycholinguistics, terminology, onomastics, intercultural communication, computer-mediated communication.

Paper Presentation

Genesis of Chatbots Applied in Conversational Commerce: Linguocommunicative Aspect

The topic under discussion is regarded from the point of view of the realization of different linguocommunicative strategies and technologies of conversational commerce realized in English-speaking chatbots. The creation of chatbots as one of the priorities of innovative scientific and technical activities is based on natural language processing technologies as an interdisciplinary field of scientific and practical knowledge located at the intersection of computer science and linguistics and enabling computers not only to understand human, i.e. natural language, but also generate it and actively participate in human-to-chatbot communication.

Vera Volynkina, Lecturer at Moscow Institute of Physics and Technology (MIPT). Vera has graduated with honors from Moscow City University, focusing on exploring the correlation between culture and language acquisition. During her studies, she developed a strong interest in online learning, motivation, and gamification. Completing several internships in Italy, where she worked as an assistant lecturer of English and Italian languages, allowed her to develop her course on Medieval Italian culture and history. For her creation of an online, gamified version of this course she has received a scholarship from the Vladimir Potanin Foundation.
Her current research interests extend to the intersection of creative writing and STEM fields, as well as the impact of AI on creativity and the development of writing skills.

Paper Presentation
ChatGPT, Helper or Detractor for Creative Writing?
What is the impact of AI on students’ writing abilities and on their creativity? Is ChatGPT a tool teachers should promote or demote? So far, the literature indicates no consensus on the matter. Maybe, one way to help us decide is to ask the students themself. That’s why we have organized a creative writing workshop using ChatGpt. Students had to write a creative text using ChatGPT, the task was then followed by a discussion. They also had to complete a survey. During our talk, we intend to share the result of our little experiment.