Ilka Kostka - Generative AI in Language Education: Insights and Implications for Teacher Development

"Generative AI in Language Education: Insights and Implications for Teacher Development"
Ilka Kostka
Teaching Professor and Program Lead of the NU Immerse and Global Pathways Programs, Northeastern University
We are in a moment of immense educational transformation as generative artificial intelligence (GenAI) continues to develop and influence a range of industries and disciplines, including language education. While there is potential to leverage GenAI to innovate teaching and enhance student learning, there are new challenges that language teachers must collectively address as GenAI becomes more widely used. This presentation focuses on two main areas of GenAI in language teacher development. First, I describe findings from a research project conducted with English language teachers, focusing on their attitudes toward GenAI and their applications of GenAI to teaching. I then share examples of how I have integrated generative AI into my classes, focusing primarily on guidelines for GenAI use and ways of enhancing student-centered learning and critical thinking. Drawing from research and practice, I conclude with recommendations for professional learning and change management in an increasingly AI-focused world.
Bio: Dr. Ilka Kostka is Teaching Professor and Program Lead of the NU Immerse and Global Pathways Programs at Northeastern University in Boston, where she teaches and oversees academic English language courses for international students. Her scholarly interests focus on applications of generative artificial intelligence to English language teaching, particularly in terms of faculty development. With Dr. Rachel Toncelli, she is the co-recipient of TESOL International Association’s 2024 Ron Chang Lee Award for Excellence in Classroom Technology; she was also a semi-finalist for Magic School AI's Educator of the Year award. Dr. Kostka serves on the Board of Directors of Literacy Volunteers of Greater Worcester in Massachusetts and is a member of the first cohort of the Professors Without Borders Women in Higher Education Fellowship Programme.