BRIDGING CULTURES AND TECHNOLOGIES: ENHANCING TEACHER REFLECTION IN VIETNAM THROUGH AI (The AI Revolution in TESOL: Teaching, Learning, and Innovation)

• Mihaela Silvia Dascalu (INTESOL Worldwide)

Room: Main Conferene Hall This workshop aims to explore how AI can support meaningful teacher reflection within the specific cultural context of English language education in Vietnam. Drawing on Hofstede’s cultural dimensions, the presentation part outlines key factors—such as high power distance, collectivism, and long-term orientation—that influence how Vietnamese teachers engage with professional development and self-evaluation. Genuine reflection is essential for teacher growth, yet traditional practices may discourage open self-assessment or peer critique. This workshop demonstrates how AI tools can offer structured, private, and culturally respectful pathways for reflection that align with local values while encouraging deeper professional inquiry. Examples include AI-driven prompts, classroom data analysis, and mediated peer feedback systems. Participants will share their knowledge through collaboration during the workshop and leave with practical strategies and adaptable tools to promote reflective teaching in ways that are both context-sensitive and innovation-driven. Keywords: culturally contextualised professional development, ELT in Vietnam, reflective practice, AI-assisted reflective tools

AI IN EL SALVADOR´S ENGLISH CLASSROOM: HYPE, HELP, OR HEADACHE

• Vien Cao (Escuela Superior de Economía y Negocios (ESEN))

Room: Main Conferene Hall Keynote Speaker 2: Dr. Vien Cao Professor of English - ESEN and Teachers Up, El Salvador

THE AI REVOLUTION IN TESOL: TEACHING, LEARNING, AND INNOVATION – THE ETHICAL DIMENSIONS OF AI IN EDUCATION (The AI Revolution in TESOL: Teaching, Learning, and Innovation)

• Vickie Miller (INTESOL Worldwide Franchise - Southern USA)

Room: Main Conferene Hall In the movie "The Imitation Game," the main character, mathematician Alan Turing, develops a machine that decodes encrypted German messages (Tyldum, 2014). In World War II, the Germans used these "Enigma Codes" to communicate battle positions and strategy against the Allied Forces. Turing invented a machine that was able to decipher the Enigma. As excited as Turing and his team were with the new-found capability, the invention presented an ethical dilemma for Turing and his team. Based on the movie, if they shared the decoded information, the Germans would know that Enigma had been figured out and would change course; thus, the chances of ending the war would have been throttled. Even though soldiers and assets could have been saved and protected, Turing decided to share limited information with the Allies to keep the discovery secret. The war eventually ended, and Turing and his invention are ultimately credited for helping to end World War II. Turing's machine, an early example of Artificial Intelligence (AI), provided benefits while raising ethical and moral concerns with the advent of the technology. With the foregoing in mind, this specialized workshop seeks to explore the intricate relationship between AI and TESOL education. Participants will be presented with information that aims to: • Define AI in the Context of TESOL: Clarifying what constitutes AI technology and its specific applications within language education. • Review Relevant Literature: Analyzing existing research to identify both the advantages AI can offer and the ethical challenges it presents.

FROM AWARENESS TO ACTION: ETHICS IN STUDENTS’ AI TOOLS USE

• Thuy Tran (Ho Chi Minh City University of Foreign Languages - Information Technology)

Room: Main Conferene Hall Artificial intelligence (AI) tools are increasingly reshaping how university students learn, but how well do they understand the ethical implications of such tools? This study explores the ethical awareness of 308 Ho Chi Minh City university students and the challenges they faced when applying AI tools in academic settings. Through surveys and in-depth interviews, the study examined students’ use of AI tools, their understanding of ethical issues such as plagiarism and data privacy, and how they responded to AI-generated content. The findings reveal that students extensively relied on AI tools for convenience and efficiency, driven by perceived usefulness and ease of use for academic benefits. However, while many of them were aware of AI-related ethical principles, their application was inconsistent, highlighting a gap between what they knew and how they applied it. Additionally, unclear university policies on AI use worsened the issue, indicating the applications which were ethically questionable became normalized. Based on the findings, the study proposes recommendations for university authorities, lecturers, and students to encourage responsible and ethical AI integration in academic settings.