New Book by Dr. Kevin Wong Explores AI’s Impact on Language Teaching
Kevin Wong, Associate Professor and Chair of the Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL) program at the Pepperdine University Graduate School of Education and Psychology (GSEP), has co-authored a new book with Dr. Benjamin Moorhouse titled Generative Artificial Intelligence and Language Teaching. The book, published by Cambridge University Press, offers practical guidance for educators navigating the use of generative AI in language classrooms.
Designed with language teachers in mind, the book provides evidence-informed strategies and real-world examples for integrating AI tools responsibly and effectively. Drawing from their own classroom teaching experience, Wong and Moorhouse aim to support educators as they adapt to an evolving digital landscape.
As the rapid development of generative AI tools reshapes education, many teachers are seeking resources that go beyond theory and offer actionable classroom applications. This book addresses that need by focusing on the realities of language teaching today, highlighting ethical considerations, tool selection, lesson planning, and learner engagement in AI-enhanced environments.
Wong and Moorhouse also explore how AI intersects with issues of equity, learner autonomy, and the professional identity of educators. The book encourages critical reflection while offering a hopeful and pragmatic approach to innovation in the classroom.
“We wrote this book for teachers… not to add to the noise, but to offer clarity, encouragement, and practical tools,” said Wong. “Generative AI is changing the profession, and educators deserve resources that help them feel empowered, not overwhelmed, as they navigate this new landscape.”
The book is part of Cambridge Elements’ Language Teaching series and is currently available as a free download through Friday, July 11, 2025.
In addition to his faculty role at GSEP, Wong serves as editor of The Teacher Advocate and co-editor of The CATESOL Journal.