This study examines the potential of generative AI to enrich technology-enhanced project-based language learning (TEPBLL) in primary classrooms through international telecollaboration. The TEPBLL framework is grounded in the socially responsive pedagogy advocated by Dooly et al (2021), the project involved Elementary school pupils in Spain working with Nigerian peers to co-create digital campaigns addressing UN Sustainable Development Goal 6 (Clean Water and Sanitation). A customized ChatGPT-4 interface supported students in navigating multilingual communication, content creation, and intercultural exchange. Qualitative content analysis of classroom discourse and AI-mediated interactions revealed three central functions of AI within the PBLL environment: enabling authentic language use, offering immediate and individualized feedback, and facilitating the application of classroom knowledge to real-world issues. AI served as a non-evaluative partner that encouraged experimentation and sustained students’ engagement. Still, consistent teacher scaffolding, particularly in prompting, reflection, and critical evaluation, was necessary to extend interactions beyond surface-level exchanges. Findings suggest that when AI is embedded within a robust, ethically guided PBLL framework, it can serve as a dialogic scaffold that amplifies collaboration, fosters learner agency, and strengthens both linguistic and digital literacies. This research contributes practical insights for educators seeking to integrate AI into project-based designs that value authenticity, reciprocity, and socially conscious learning.

Authors:
Ese Emmanuel Uwosomah, Universitat Autònoma de Barcelona, Spain

About the Presenter(s)
Ese Emmanuel Uwosomah is a PhD candidate in education at the Universitat Autònoma de Barcelona. His research focuses on leveraging artificial intelligence in Intelligent Computer Assisted Language Learning (ICALL).

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