Joshua M. Paiz

Dr. Joshua M. Paiz is a Teaching Assistant Professor in the English for Academic Purposes Program at George Washington University. He holds a doctorate in Teaching English as a Second Language from Purdue University, along with graduate certificates in Computer Sciences from George Washington University and in Teaching Writing from The University of Toledo. A lifelong learner, Dr. Paiz also holds professional certifications in Data Analytics, Language Program Management, and Blended Teaching/Learning. His research focuses on the intersection of machine learning, natural language processing, and artificial intelligence in English language teaching, as well as on developing innovative pedagogical approaches that integrate advanced technology into language instruction.

Dr. Paiz has recently finished work on two books. The first, Collaborative AI: Artificial Intelligence, Expertise, and Pedagogy in English Language Teaching (University of Toronto Press), outlines a collaborative approach to generative AI in ELT contexts by providing research-backed recommendations that drive student learning while respecting the expertise of human instructors. He has also recently co-authored Artificial Intelligence, Real Teaching: A Guide to AI in ELT (University of Michigan Press) with Drs. Toncelli and Kostka from Northeastern University—a guide designed to help English language instructors build AI literacy and effectively integrate AI tools into their teaching practices. In addition, Dr. Paiz is writing chapters and articles on the ethical and pedagogical implications of generative AI, such as GPT-4 and LaMDA, in ELT settings. 

Dr. Paiz recently completed an appointment with the U.S. Department of State as the English Language Specialist on AI in Education for Bahrain. In this role, he worked closely with Bahrain Teachers College to prepare teacher-educators for the growing role of AI in education, advised college leadership on faculty development and AI policy, and collaborated with the Bahrain Ministry of Education to enhance AI literacy among K–12 teachers.