Dear TIRF Board Members and Supporters,

On August 16^th, I had the privilege of joining the International Conference on the Challenges of Chinese Language Education in the Digital Era, co-organized by East China Normal University and Crestar at RELC in Singapore. I was invited to serve as a panelist to share my thoughts on The New Meaning of Classroom Instruction for Language Teachers in the Age of AI.

During the session, I spoke about how I see classroom instruction evolving in this new era. I began with the idea that our classrooms are moving away from being places of knowledge delivery and becoming spaces for skills development. Since AI can generate knowledge and provide information outside of class, teachers can devote classroom time to interaction — something that is still central to language learning. In my view, the processes of input, intake, and output are best strengthened through meaningful interaction, with teachers guiding and facilitating the experience.

I also reflected on how the role of language teachers is shifting. We are no longer simply lecturers or knowledge providers. Instead, we are becoming facilitators, conductors, and organizers of learning opportunities. In many ways, AI has already reshaped teaching and learning — but the human role remains vital, especially in helping students share, understand, analyze, and practice language in real contexts.

Another point I raised was about the traditional divide between native and nonnative teachers. With AI now able to provide authentic input, give instant feedback, and even help students organize their thoughts and practice independently, this gap is narrowing. I believe this shift empowers both native and nonnative teachers to support students more effectively, each bringing unique strengths to the classroom.

At the same time, I emphasized the importance of distinguishing between local teachers and localized teachers. While local teachers are crucial for building a sustainable teaching force, localized teachers — those who immerse themselves in the local culture and collaborate closely with their colleagues — also play an important role in shaping the success of language education.

As part of my talk, I acknowledged the particular challenges of teaching Chinese or other foreign languages in nonnative contexts. These are real obstacles, but AI offers opportunities to improve both teaching effectiveness and learning outcomes. Interestingly, the situation looks different for English teachers, since English is already a global language. This gives them greater freedom to integrate AI into curriculum design, classroom instruction, and assessment. For that reason, I believe English language teachers need ongoing re-education and professional development to fully harness AI’s potential.

Finally, I called for more classroom-based and action research on AI in language education. At present, we still lack a clear research agenda and practical guidelines for teachers. Our colleagues need more support in learning how to design research, collect useful data, and share best practices. In this respect, TIRF’s role is critical. I am encouraged by the AI ethics guidelines TIRF is developing, as well as its collaborations with universities worldwide. It was also heartening to see that strong doctoral proposals are emerging in this field, signalling a promising future.

Overall, the conference was an inspiring experience for me. It reaffirmed my belief that while AI is transforming the landscape of language education, it also deepens the importance of human teachers — not as information deliverers, but as facilitators of interaction, cultural mediators, and guides in the learning journey.

Warm regards,

Jun Liu, PhD

TIRF President