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Hiroyuki Obari, Globiz Professional University, JapanAbstract
This longitudinal study investigates the efficacy of an integrated pedagogical framework that synthesizes generative Artificial Intelligence (AI), cross-cultural competence (CQ), and philosophical reflection within a university-level English language curriculum. Conducted over a 30-week period (April 2025 to January 2026) at Globiz Professional University, the research involved a cohort of eight students (n = 8). The methodology centered on an “Iterative Learning Loop” where students engaged in daily three-minute English Central AI video practice and the production of ten weekly 200-word reflections. These reflections were initially handwritten to promote embodied cognition and subsequently refined using a sophisticated “Technical Stack” (ChatGPT, NotebookLM, Claude, Gemini, Copilot, Perplexity, and Grammarly) to reach B1/B2 CEFR proficiency levels. The program culminated in a 2,000-word capstone thesis. A critical dimension of the study was the integration of “Worldview Literacy,” drawing upon Rom Harré’s three realms of scientific observation and Edward Hall’s Iceberg Model of Culture to move beyond “Surface Culture” into “Deep Culture.” Quantitative results demonstrated statistically significant gains in TOEIC scores, with the cohort mean shifting from 581.3 to 661.9 (t = 2.53, p < 0.05). Speaking proficiency, measured via the Progos AI test, advanced from A2 High to B1. Qualitative assessments, including PeerEval and interactions with twelve native speakers, indicated enhanced cross-cultural sensitivity and logical delivery. The findings advocate for a paradigm of “Integrated Ability,” where AI functions as a cognitive scaffold for lower-order tasks, enabling human learners to serve as “Guardians of Higher-Order Thinking.”
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Conference: ACEID2026Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACEID2026 Conference Proceedings (View)
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To cite this article:
Obari H. (2026) Advancing English Proficiency Through AI-Enhanced and Cross-Cultural Learning: A Longitudinal Study of Integrated Pedagogical Frameworks ISSN: 2189-101X – The Asian Conference on Education & International Development 2026 Official Conference Proceedings (pp. 253-261) https://doi.org/10.22492/issn.2189-101X.2026.21
To link to this article: https://doi.org/10.22492/issn.2189-101X.2026.21
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