Chapter 5. Generative AI Ethics: Emerging Principles for Language Teachers
Louise Ohashi and Philip Hubbard
Louise Ohashi and Philip Hubbard
Abstract
The recent proliferation of generative AI (GenAI) applications and the sharp rise in their language capabilities have led to widespread experimentation and adoption within language education. As empirical studies in this book demonstrate, GenAI has the potential to aid L2 teachers and students, but caution must be exerted to ensure it is used in appropriate ways. In this chapter, we explore GenAI ethics with the goal of steering teachers towards responsible use of this valuable educational tool. We not only identify potential problems, but also suggest ways to mitigate them. First, we discuss academic misuse of GenAI by students, including cheating and over-reliance, and consider the importance of guidelines and teacher modeling. Second, we look at issues surrounding privacy and data protection, highlighting risks and raising awareness about responsible use and consent. Next, we turn to the built-in biases in GenAI, providing suggestions to reduce the perpetuation of stereotypes and address disparities in the representation of different demographic groups. Then, we draw attention to the environmental impact of GenAI and highlight factors that should be considered for sustainable use. Finally, we consolidate these issues to offer seven emerging principles for teachers to consider when adopting GenAI into language education. Importantly, this chapter also provides guidance for teacher educators and institutions. It emphasizes their co-responsibility with teachers for the necessary initial upskilling in GenAI and GenAI ethics, as well as for teachers’ continuous professional development with this rapidly changing technology.
About the Contributors
Louise Ohashi is a professor of applied linguistics at Gakushuin University, Japan, and Chair of EUROCALL’s AI SIG. She specializes in second language acquisition and L2 education. Her key research areas include learner autonomy, motivation, and the use of digital technology for language teaching and learning. She is currently working on a three-year project (AI’s Impact on Language Education: Guiding Integration Through Research) that is funded by a JSPS KAKENHI Grant. She loves learning languages (日本語, italiano, français, español, Deutsch, amongst others). Her academic work is available at https://orcid.org/0000-0003-0218-7385
Philip Hubbard is Senior Lecturer Emeritus in the Stanford University Language Center. Working in the field of computer- assisted language learning (CALL) for over four decades, he has published in the areas of CALL theory, research, development, evaluation, listening, learner training, and teacher education. His current work focuses on promoting learner autonomy and helping in-service teachers improve their competence in technology for language teaching and learning, with a focus on generative AI. He has been an associate editor of Computer Assisted Language Learning since 2002.
Citation
Ohashi, L., & Hubbard, P. (2025). Generative AI ethics: Emerging principles for language teachers. In L. Ohashi, M. Hillis, & R. Dykes (Eds.), Artificial intelligence in our language learning classrooms (pp. 100-125). Candlin & Mynard. https://doi.org/10.47908/38/5
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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... |