Keynote: Three Proposals for the Effective and Ethical Use of AI in the Teaching and Learning of English in Georgian Universities and Schools.
Abstract: Globally, artificial intelligence has become a key part of language learning experiences. It is changing how learners access material, receive feedback, and carry out complex literacy tasks in their additional languages. In Georgia, where English is taught as a foreign language in universities and schools, generative AI tools offer both opportunities and risks, especially related to academic honesty, assessment quality, and equal access. This paper draws on research in artificial intelligence, computer-assisted language learning (CALL), technology-based teaching, and drama-centered language education. It argues that to effectively and ethically integrate AI into Georgian EFL education, we need coordinated policies, strong institutional guidelines, and innovative teaching methods. The paper begins by reviewing relevant literature on AI-supported language learning. It shows evidence that AI can improve learners’ language awareness, writing skills, and access to specific subject discussions while also raising longstanding issues related to plagiarism, authorship, and critical thinking. It then looks at current discussions about academic integrity and generative AI, stressing the need for clear institutional policies on AI. These policies should define what counts as legitimate help, what constitutes unauthorized use, and what responsibilities educators have when designing assessments that account for AI. Based on research in drama education and language arts, the paper suggests creating drama clubs in Georgian universities and schools. These clubs can use AI tools for script exploration, vocabulary development, and practice focused on communication and performance in English. Three proposals are made: (1) every Georgian university and school should adopt an AI policy that encourages responsible academic use while clearly banning AI-generated completion of assessment tasks; (2) each institution should set clear guidelines for using AI in teaching, learning, and assessment. This should include requirements for transparency and principles for task design; and (3) drama clubs supported by AI research and preparation tools should be established to promote spoken English, cultural understanding, and creative teamwork. These proposals aim to connect AI use with humanistic and educational values in Georgian EFL settings. They position AI as a tool that enhances, rather than replaces, learners’ intellectual and creative efforts.