Not Logged In
You need to be logged in, be a member, and get a ticket to attend this session.
College and University I give permission to record or livestream Presentation (45 minutes)
Incorporating AI into two Extensive Reading programs
This presentation will introduce ER programs at two separate universities, one incorporating xreading and another utilizing physical books, and will review the activities in both programs. After reviewing these two programs and their implementation, I will discuss how AI has been incorporated in the form of Google NotebookLM to support extensive reading. Google NotebookLM, is a Google AI-powered tool that helps users interact with documents and sources by summarizing, extracting information, and answering questions based on uploaded content. NotebookLM’s ability to generate audio summaries has the potential to enhance ER by improving comprehension and engagement. Surveys and semi-structured interviews with students will be presented to reveal student impressions of the tool. This presentation will then discuss how NotebookLM can be integrated into an ER program, as well as its benefits, challenges, and pedagogical implications, with the aim of offering insights into AI’s role in supporting extensive reading.
-
Joseph Tomei is a professor in the Faculty of British and American Studies at Kumamoto Gakuen University. He has taught EFL in France, Spain, and Japan at the primary, secondary, and tertiary levels. In addition to his interest in computer-mediated communication and ER, he also is interested in the application of functional/typological grammar to language teaching, practical activities in the language classroom, and writing instruction, and his doctorate is on the use of metaphor by EFL writers.
-
Rick Lavin is a professor at the Prefectural University of Kumamoto, where he teachers applied linguistics in the Faculty of Letters and associated graduate school. His research intererests centre around ab initio language learning, the links between language learning and other kinds of learning, and informal language learning, particularly in middle age and older.