Oxford Professor Using AI to Teach Spanish

Earlier this year, Davis presented her work, “Using AI to Teach Spanish,” at the 107th Annual Conference of the American Association of Teachers of Spanish and Portuguese (AATSP) in Panama City, Panama.  

Davis’s curiosity about AI began well before she stood at a conference podium. Through her teaching, she watched students navigate the challenges of learning a new language and saw opportunities for technology to provide personalized feedback and reduce the anxiety many feel when speaking and learning Spanish. She recalls a time during a writing assignment when she saw a student who struggled with confidence use AI to brainstorm and organize their ideas. She says, “Instead of replacing the student’s work, AI allowed them to enter the task with clarity and reduced anxiety. That moment showed me how AI could empower, not replace, students—especially language learners navigating self-consciousness.” This was, in a way, the turning point in her research and in the implementation of AI in the classroom.  Through her research and classroom strategies, she is using AI as a tool to increase student confidence, expand opportunities for personalized feedback, and develop more inclusive learning pathways. 

At the AATSP conference, Davis shared the core ideas behind her approach, using AI not just to automate language learning but to help expand what students feel capable of doing. Her presentation highlighted concepts such as using AI as a support system, not a shortcut, and how AI can support vocabulary, grammar, cultural exploration, and conversation practice. She also mentioned using transparent, ethical, process-based assignments in which students can demonstrate to her or anyone else using this methodology how they used AI. These key concepts align with Oxford’s focus on self-awareness, global awareness, and reflective learning.

As Davis continues to experiment with AI, she remains intentional about how she integrates these practices into the coursework. That’s why language-learning assignments are the starting point for AI use, not the end. This encourages students to interpret, critique, and expand on the questions generated by AI models. Davis has seen an immediate and noticeable impact on students using this process. She says, “students speak more in class, write more freely, and demonstrate stronger comprehension. They have become more confident, more willing to take risks, and more reflective about their own learning habits.” She ensures students remain the interpreters, storytellers, and critical thinkers at the heart of every lesson.

Davis’s work aligns with Emory University’s growing commitment to the responsible and ethical use of AI.  The Oxford College environment uniquely positions Davis to continue to explore new approaches to AI. Her collaboration with colleagues exploring AI in writing, the digital humanities, and global learning emphasizes the interdisciplinary aspect of this effort. The small classes, high student engagement, and a culture of pedagogical experimentation have allowed Davis to “see AI not as a threat but as a creative partner in language learning.” 

To her, the long-term value of AI lies in its ability to help students navigate cultural nuances. Guided carefully, AI-generated scenarios push students to develop deeper awareness, curiosity, empathy, and to analyze, critique, and question, building the intercultural competence that lies at the heart of a liberal arts education. Additional resources, such as faculty training and dedicated student AI literacy programs, would help Oxford expand this work even further.

Still, it is the transformation in students that motivates her most. Whether it’s a heritage speaker reclaiming confidence in their language abilities or a first-time learner taking bold risks in class discussions, Davis sees AI as a tool that opens doors rather than closes them.