AsiaTEFL Proceedings 2023: Papers from the 21st AsiaTEFL Conference PBL Using AI Technology-Based Learning Tools in a Korean ELT University Setting Mi Kyong Kim Chodang University, Chonnam, South Korea This study proposes a robust student-centered inquiry approach to learning: Project-Based Learning (PBL). In PBL, this study further integrates language practices for language education (Stoller, 1997), the principles of critical pedagogy for problem-posing (Nixon- Ponder, 1995), and AI technology-based learning tools as translingual practices (Garcia et al., 2017; Vogel et al., 2018). Text and audio-based AIs (machine translation and grammar checker) are used. To this end, this study aims to develop a six-week PBL framework embedded into general English learning and to understand the learning experiences associated with it. The 20 participating students engaged in research activities, including 19 questionnaires, 20 reflection notes, and 4 sets of group journals. The results are as follows. Positive learning outcomes included knowledge construction and reflective thinking. Meanwhile, negative learning outcomes involved the technical challenges of AI and the overuse of AI. The study concludes with some pedagogical implications, such as the use of text-based generative AI to understand the feedback by grammar checker and comprehensive in-class lessons on English speaking and writing. Keywords: PBLL; machine translation; grammar-checking tools; general English INTRODUCTION University-level general English instruction has traditionally emphasized skill-oriented approaches, including reading, listening, speaking, writing, and grammar. However, in the context of the Fourth Industrial Revolution, which places a premium on creativity, there is a growing need for alternative teaching methods in university English language education. This study proposes a robust, student-centered inquiry-based approach to learning known as Project- Based Learning (PBL). PBL involves students in solving real-world problems by working collaboratively in groups to research, plan, and execute projects aimed at addressing these issues. In this study, PBL is enriched by integrating language practices for language education (Stoller, 1997), the principles of critical pedagogy for fostering problem-posing skills (Nixon- Ponder, 1995), and AI technology-based learning tools as a form of translingual practice (Garcia et al., 2017; Vogel et al., 2018). Firstly, language practices for language education (Stoller, 1997) can aid students in honing their English language skills, which is particularly valuable in English as a Foreign Language (EFL) contexts where students may possess varying levels of proficiency. Secondly, the principles of critical pedagogy (Freire, 1993) can empower students to develop creative, critical, and reflective thinking abilities, aligning with the demands of the Fourth Industrial Revolution. Thirdly, AI technology-based learning tools (Vogel et al., 2018), a subset of the language-transcending practices known as translanguaging (Garcia et al., 2017), are recommended for use. These tools offer diverse language options and can facilitate the participation of students, including those with limited language proficiency, in PBL activities. This practical and experimental study aims to enhance our comprehension of how the PBL framework can be employed to enhance university-level general English education. Additionally, it seeks to shed light on the various factors that impact the successful 133