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INVITED SPEAKERS: PLENARY
Professor Paul Kei Matsuda
University of Arizona
United States
Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University, where he works closely with doctoral students specializing in second language writing from various disciplinary perspectives.
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Paul is Founding Chair of the Symposium on Second Language Writing and Series Editor of the Parlor Press Series on Second Language Writing. Former President of the American Association for Applied Linguistics, he has also served as the founding chair of the CCCC Committee on Second Language Writing and the chair of the Nonnative English Speakers in TESOL (NNEST) at TESOL International Association.
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Paul has published widely in applied linguistics, writing studies and TESOL, and has received a number of prestigious awards for his publications. He uses a diverse array or theoretical and methodological tools to investigate topics such as disciplinary history, identity in written discourse, professional development, writing for publication, writing and language assessment, teaching and learning, and writing program administration.
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A frequent world traveler, Paul has been invited to present keynote and plenary talks as well as lectures and workshops in various countries and regions. He has held visiting professor positions at universities in many countries, giving lectures, workshops, and academic consultations for faculty members as well as master’s and doctoral students. Paul also has taught a wide variety of courses in applied linguistics, linguistics, rhetoric and composition, and TESOL at universities around the world.
Applied Linguistics and Language Education in the Age of AI
This talk explores how applied linguistics and language education are being transformed by the rapid rise of artificial intelligence. Rather than viewing AI as a threat or solution, the presentation calls for a grounded understanding of what AI tools can and cannot do. These tools are remarkably effective at organizing information, generating feedback, and streamlining academic tasks—but they lack judgment, creativity, and contextual awareness. They cannot pose meaningful research questions, evaluate ideas, or engage in the kinds of ethical reasoning central to intellectual work.
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In this context, the human role remains essential—not only as expert, but as guide, mentor, and decision-maker. The presentation argues for reaffirming language education as a space for developing not just linguistic competence, but also critical awareness, rhetorical sensitivity, and intellectual agency.
For educators, the challenge is to rethink long-standing assumptions about writing and learning. What does it mean to write in a world where fluent language can be machine-generated? How can we support multilingual learners in developing voice and ownership in this shifting terrain? And how do we address ethical questions around authorship, originality, and fairness?
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Rather than retreating into nostalgia or jumping on every new tool, the field must move forward with clarity and care. The talk concludes with a call to embrace critical optimism: a belief that while AI poses real challenges, it also offers opportunities—if we are willing to engage with it thoughtfully, ethically, and with a clear sense of purpose.