By Tina, Selena, Dr Goh See-Kwong, Dr Helen Gniel, A/Prof Beatrice Trefalt, and A/Prof Tim Fawns
Posted Wednesday 26 November, 2025
Our challenge space conversations series brings together people with specialist knowledge and different perspectives on complex issues. The aim is not to provide answers, but to talk through different considerations, and perhaps raise more questions and lines of discussion and inquiry.
In this Challenge Space conversation, panellists (including students, educators, and policy experts) discussed how AI translation tools are being used in teaching, learning, and assessment, and what the implications are for higher education. They touched on language learning, building confidence, and considerations of policy, pedagogy, equity, academic integrity, and standards.
The challenge
What are the issues arising from AI translation tools in teaching, learning, and assessment?
This conversation was held on 19 November, 2025. The recording and key takeaways from the conversation are below.
A full transcript of this conversation is available. You can also explore our playlist of previous Challenge Space recordings.
Panellists
- Tina (International Business student, Monash University, Malaysia)
- Selena (MADA student, Monash University, Australia)
- Dr Goh See-Kwong (Monash University, Malaysia).
- Dr Helen Gniel (University Registrar)
- Associate Professor Beatrice Trefalt (Faculty of Arts)
- Associate Professor Tim Fawns (Monash University)
Key takeaways
Language learning
For some students, AI translation tools are becoming an important part of learning. For example, they can make journal articles and technical content more accessible, especially early in studies. They also enable students to practise speaking and listening skills anytime, anywhere, with reduced social pressure and anxiety.
“…in China’s education system, we seldom listen to and speak English… so many students don’t have strong abilities in speaking and listening. AI translation tools help [students] break down language barriers to better understand professional content… summarise instructions… polish writing. AI tools make me feel more confident.” (Tina)
Reducing barriers to understanding
Some students understand course materials but find it hard to express themselves in English, especially during group work or oral presentations.
“… Language barriers can obscure students’ actual knowledge and capabilities….We don’t know what’s the proper way to show our ideas, especially in presentations… language barriers might obscure what we really know.” (Selena)
Finding the balance
It can be challenging to allow or support students to use AI translation tools while maintaining clear policy boundaries.
“We want to support students [but] there’s always a line to draw…to adhere to the policy.” (Goh See-Kwong)
Normalising open conversations
Open conversations about AI use in classrooms can help to reduce stigma and uncertainty, and make it easier for students to ask questions and share experiences. This also gives educators a chance to clearly explain why certain rules exist and how AI tools can be used responsibly, so that students can understand expectations and the reasoning behind them.
“We have to normalise these conversations … really make it normal to talk about [AI tools], … to reach that shared understanding and to explain what the rules are and more importantly, why.” (Helen Gniel)
Creating safe spaces for language practice and mistakes
Language learning is a complex intellectual, emotional, and identity-shaping process that requires more than just translation. It needs immersion, practice, and human interaction. Creating safe spaces where students can feel comfortable practising English and making mistakes without fear of judgement is an important part of supporting students to development their English language capability.
“[Language learning] is scary, it’s anxiety provoking. And so creating safe spaces where our students feel that they can make mistakes in English while demonstrating their knowledge is really important.” (Beatrice Trefalt)
Note: Extraction of quotes and paraphrasing for this blog was supported by Microsoft Copilot.
Tina (International Business student, Monash University, Malaysia)
Tina is currently pursuing her Master’s degree in International Business at Monash University Malaysia. Now in her second year, she is a motivated and open-minded learner who actively shares her insights and embraces new opportunities for growth and learning. She enjoys engaging in discussions with peers from diverse backgrounds, as she believes collaboration and knowledge exchange are key to personal and professional development.
Selena (MADA student, Monash University, Australia)
Selena is currently pursuing her Master of Design at Monash University Australia. Now in her final year, she is a passionate and curious designer who thrives on exploring new perspectives and approaches. She values meaningful conversations with peers from diverse backgrounds and is always open to sharing her insights on learning and growth. She believes that the best design solutions emerge through collaboration and the exchange of ideas within the design community.
Dr Goh See-Kwong (Monash University, Malaysia)
Goh See-Kwong is the Deputy Head of School (Education) and Professor of Marketing in the Monash School of Business. He specialises in the area of marketing, strategy and entrepreneurship. He obtained his Doctorate qualification from the University of Newcastle, Australia. His publications in international refereed journals include Journal of Business & Industrial Marketing, Journal of Vacation Marketing, Information Technology & People, Journal of Retailing and Consumer Services and Journal of Cleaner Production.
Dr Helen Gniel (University Registrar)
Dr Helen Gniel is the University Registrar, leading the newly established Registrar’s Office. She oversees regulatory activities, compliance frameworks, and risk management systems across the University. Her portfolio includes student conduct and complaint resolution, ensuring robust governance and reporting practices that strengthen institutional integrity and accountability.
Associate Professor Beatrice Trefalt (Faculty of Arts)
Beatrice Trefalt is Associate Dean (Learning and Teaching) in the Faculty of Arts and a historian of post-war Japan. Her research explores wartime experiences and their legacies, including stragglers’ return to Japan, war crimes trials, and the search for human remains. Her latest publication continues her focus on memory and reconciliation in Japanese history. Bea is the PAAIR lead in the Faculty of Arts, and she is a member of the School of Languages, Literatures, Cultures and Linguistics. She learned English and Japanese as an adult.
Associate Professor Tim Fawns (Monash University)
Tim Fawns is Associate Professor (Education Focused) at the Monash Education Academy. His role involves contributing to the development of initiatives and resources that help educators across Monash to improve their knowledge and practice, and to be recognised for that improvement and effort. Tim’s research interests are at the intersection between digital, professional and higher education, with a particular focus on the relationship between technology and educational practice.
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