Conclusion: Co-Creating the Future
Mary Hillis
Mary Hillis
Abstract
In the concluding chapter, Mary Hillis reflects on how generative AI (GenAI) is reshaping authorship, creativity, and pedagogy in language education. Using examples from literature, technology, and classroom practice, she explores the growing role of AI as a collaborative partner rather than a threat. Hillis highlights key themes from across the volume: AI literacy, ethics, human agency, and creativity, while reaffirming the enduring value of teachers in navigating this evolving landscape. She calls for continued inquiry into responsible AI integration, from lesson design and materials development to learner engagement and self-access contexts, urging educators to co-create a future where human and AI collaboration enriches language learning.
About the Author
Mary Hillis is an English language instructor at Ritsumeikan University and a supervisor at the self-access center Beyond Borders Plaza. She has experience coordinating university writing centers in Japan. She is the chair of TESOL International Association’s Membership Professional Council. She received a Michele Steele Best of JALT Award in 2019 and, along with her collaborators, was honored with the 2025 TIRF Kathleen M. Bailey Teacher-Researcher Award. An avid reader, she is a freelance book reviewer focusing on Japanese crime fiction, and she serves as an Educational Arm Assistant at Asymptote Journal. Her research interests are writing center pedagogy, teacher professional development, and literature in language teaching.
Citation
Hillis, M. (2025). Conclusion: Co-creating the future. In L. Ohashi, M. Hillis, & R. Dykes (Eds.), Artificial intelligence in our language learning classrooms (pp. 164-168). Candlin & Mynard. https://doi.org/10.47908/38/c
In the concluding chapter, Mary Hillis reflects on how generative AI (GenAI) is reshaping authorship, creativity, and pedagogy in language education. Using examples from literature, technology, and classroom practice, she explores the growing role of AI as a collaborative partner rather than a threat. Hillis highlights key themes from across the volume: AI literacy, ethics, human agency, and creativity, while reaffirming the enduring value of teachers in navigating this evolving landscape. She calls for continued inquiry into responsible AI integration, from lesson design and materials development to learner engagement and self-access contexts, urging educators to co-create a future where human and AI collaboration enriches language learning.
About the Author
Mary Hillis is an English language instructor at Ritsumeikan University and a supervisor at the self-access center Beyond Borders Plaza. She has experience coordinating university writing centers in Japan. She is the chair of TESOL International Association’s Membership Professional Council. She received a Michele Steele Best of JALT Award in 2019 and, along with her collaborators, was honored with the 2025 TIRF Kathleen M. Bailey Teacher-Researcher Award. An avid reader, she is a freelance book reviewer focusing on Japanese crime fiction, and she serves as an Educational Arm Assistant at Asymptote Journal. Her research interests are writing center pedagogy, teacher professional development, and literature in language teaching.
Citation
Hillis, M. (2025). Conclusion: Co-creating the future. In L. Ohashi, M. Hillis, & R. Dykes (Eds.), Artificial intelligence in our language learning classrooms (pp. 164-168). Candlin & Mynard. https://doi.org/10.47908/38/c
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Information About the Book
Title: Artificial Intelligence in Our Language Learning Classrooms Editors: Louise Ohashi, Mary Hillis, & Robert Dykes Read more... |