主讲人：Mark Feng Teng 教授
主持人:白丽芳 教授
时 间：2025年6月5日 16:30-18：00
地 点：社科楼C318
摘要：
The integration of Generative AI (GenAI), such as ChatGPT, into language teaching presents transformative opportunities for enhancing writing, vocabulary acquisition, and learner engagement. This talk explores empirical findings on GenAI's strengths—including its role as a feedback tool, brainstorming assistant, and metacognitive resource—while addressing critical limitations, such as inaccuracies, ethical concerns, and over-reliance. Drawing on recent studies (e.g., Teng, 2025; Mizumoto et al., 2024), we highlight how AI-assisted writing improves lexical diversity and syntactic complexity but risks impersonal output and reduced critical thinking. Key themes include: (1) the importance of metacognitive awareness in leveraging AI effectively, (2) strategies for human-AI collaboration (e.g., guided prompting, iterative revision), and (3) the need for institutional guidelines to mitigate plagiarism and inequality. The talk concludes with future directions, emphasizing the irreplaceable role of teachers in fostering AI literacy and curating authentic reading materials to counterbalance AI’s limitations. Educators will gain actionable insights to harness GenAI as a complementary tool while nurturing learners’ autonomy and critical evaluation skills
简介：
Mark Feng Teng is Professor of Applied Linguistics at Macao Polytechnic University. His primary research interests focus on computer-assisted second language vocabulary acquisition and writing. As the first or corresponding author, he has published over 100 SSCI journal articles and authored or edited 10 academic books. From 2021 to 2024, he was consecutively listed on Stanford University’s "World’s Top 2% Scientists" annual impact rankings. Dr. Teng serves as a reviewer for research projects in Hong Kong, Malaysia, and the European Science Foundation, as well as for book series by international publishers such as Routledge and Springer. He is also the Editor-in-Chief of two international journals: International Journal of TESOL Studies (indexed by Scopus) and Digital Applied Linguistics.
