Abstract
The release of GenAI has disrupted language teaching and learning due to its powerful capacity for automating language production. While current studies mostly explore English language instructors’ readiness to incorporate these tools into teaching, there is a lack of comparative research that explores how their challenges differ from those faced by instructors in other disciplines.
This research was part of a broader study which investigated discipline-specific challenges and use cases of instructors in higher education in Hong Kong. A total of 129 mixed-method surveys and 29 individual interviews were conducted. Qualitative survey data from 13 English language instructors and in-depth interview data from 6 English language instructors were compared to the rest of the dataset, which comprised data from instructors in the Arts, Social Sciences, Sciences and Business disciplines.
Thematic analysis revealed distinct challenges experienced by these language instructors. One of the prominent themes was that, unlike instructors in other disciplines who permitted AI-assisted editing, and even encouraged proofreading assignments, language instructors were resistant to these applications. Despite foreseeing an increasing delegation of mechanical writing and editing tasks to GenAI, language instructors have struggled to prepare students. Balancing essential language skills, future applicability and automation remains challenging.
Language instructors tried to mitigate these challenges through discipline-specific strategies. These included designing tasks that required students to critically evaluate GenAI-generated texts, particularly in terms of its rhetorical and genre awareness and limitations. Some instructors encouraged students to reflect on their own language use by leveraging GenAI feedback. However, most instructors lacked comprehensive strategies to navigate the pedagogical dilemmas due to curriculum rigidity, inconsistent AI policies across disciplines and a lack of discipline-specific GenAI training.
Due to the distinct challenges faced by the language instructors, it is suggested that the university develop discipline-specific guidelines and pedagogical support, as well as fostering transdisciplinary discussion.
This research was part of a broader study which investigated discipline-specific challenges and use cases of instructors in higher education in Hong Kong. A total of 129 mixed-method surveys and 29 individual interviews were conducted. Qualitative survey data from 13 English language instructors and in-depth interview data from 6 English language instructors were compared to the rest of the dataset, which comprised data from instructors in the Arts, Social Sciences, Sciences and Business disciplines.
Thematic analysis revealed distinct challenges experienced by these language instructors. One of the prominent themes was that, unlike instructors in other disciplines who permitted AI-assisted editing, and even encouraged proofreading assignments, language instructors were resistant to these applications. Despite foreseeing an increasing delegation of mechanical writing and editing tasks to GenAI, language instructors have struggled to prepare students. Balancing essential language skills, future applicability and automation remains challenging.
Language instructors tried to mitigate these challenges through discipline-specific strategies. These included designing tasks that required students to critically evaluate GenAI-generated texts, particularly in terms of its rhetorical and genre awareness and limitations. Some instructors encouraged students to reflect on their own language use by leveraging GenAI feedback. However, most instructors lacked comprehensive strategies to navigate the pedagogical dilemmas due to curriculum rigidity, inconsistent AI policies across disciplines and a lack of discipline-specific GenAI training.
Due to the distinct challenges faced by the language instructors, it is suggested that the university develop discipline-specific guidelines and pedagogical support, as well as fostering transdisciplinary discussion.
| Original language | English |
|---|---|
| Publication status | Published - 4 Sept 2025 |
| Event | British Association for Applied Linguistics Annual Conference 2025, BAAL 2025 - University of Glasgow, Glasgow, United Kingdom Duration: 4 Sept 2025 → 6 Sept 2025 https://baal2025.wordpress.com/ (Link to conference website) https://baal2025.wordpress.com/conference-schedule/ (Link to conference programme) |
Conference
| Conference | British Association for Applied Linguistics Annual Conference 2025, BAAL 2025 |
|---|---|
| Abbreviated title | BAAL 2025 |
| Country/Territory | United Kingdom |
| City | Glasgow |
| Period | 4/09/25 → 6/09/25 |
| Internet address |
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User-Defined Keywords
- Digital multimodal composing assessment
- self- and peer feedback
- gradeless assessment
- cognitive engagement
- digital multimodal literacy
