In her compelling article, ‘ChatGPT Did My Homework. Now What?’, Dr Giedrė Balčytytė challenges educators to rethink the role of homework, assessment and generative AI in language learning. Published in the Quality English Academic Journal (Issue II, 2025) the piece offers a visionary outlook on how tasks, tools and teacher‑learner dynamics are changing in the Digital Age.
Giedrė argues that the core challenge is no longer simply “How do we regulate AI?” but rather “How do we redefine what it means to learn?” She writes, “The recent explosion of generative AI tools has provoked widespread concern in education… But the more consequential change must focus on how we fundamentally rethink the skills we teach and the tasks we set.”
From music‑based language teaching to AI‑aware pedagogy
As Academic Manager at Academic Summer and Associate Professor at Vilnius University, Giedrė’s practice has long combined phonology, ELT Didactics and content and language integrated learning (CLIL). Now, she brings that same creative, learner‑centred mindset to the field of AI‑augmented education:
- Giedrė shows how typical homework tasks may now be automated and asks: “If a machine can do a student’s homework in seconds, then the real issue is not that the student used AI, but that we asked them to complete a task better suited for automation.”
- She advocates tasks that emphasise purpose, process and skills (not just product), moving beyond essay writing and summary tasks, towards interpretive, improvisational, collaborative and meta‑linguistic challenges.
- She grounds her argument in research around multiple intelligences (Howard Gardner), SLA Acquisition Theory (Steven Krashen) and music‑language overlap (her own earlier work) to propose that flexible, rhythmical, embodied tasks can enhance engagement and retention, even in a world of generative AI.
Her recent webinar (“Feel the Beat, Speak the Flow”) now sits alongside this article, forming a coherent philosophy for modern language teaching: music, rhythm, connected speech and authentic tasks.
ChatGPT Did My Homework. Now What?
This is a timely article for teachers and schools. With AI now entering classrooms globally, teachers are asking how best to respond. Giedrė offers not just caution, but concrete pedagogical pathways. It is grounded in research and gives hands‑on insight into redesigning homework and tasks, helping teachers prepare for a future where automation isn’t the enemy, but an impetus for change.
It is also aligned with our Academic Summer philosophy. We champion CLIL, student‑agency and experiential learning. This article helps solidify how we view technology, language and music as complementary, not contradictory.
Gierdre’s input is also globally relevant. While rooted in EFL and summer‑school contexts, the ideas apply across subjects, ages and cultures especially valuable for our international students and partner teachers.
Interested in diving deeper?
📖 Read the full article in the Quality English Academic Journal here
👤 Learn more about Giedrė, her background and summer‑school vision in our interview
At Academic Summer we believe the future of education lies in creativity, multilingual fluency and meaningful tasks. If you’re looking for a summer programme where music meets language, rhythm meets pronunciation and technology meets human learning, we’d love to welcome you.
👉 Explore our UK & Canada programmes and discover how we’re shaping learners for the 21st century.
The Clever Fox Journal is the online news section of Academic Summer Camps, inspired by our logo – a wise fox wearing a graduation cap. Just like our summer programmes, The Clever Fox Journal is a place of curiosity, learning and discovery, bringing you the latest updates, insights and stories from our academic camps in the UK and Canada. Stay informed, stay inspired – and think like a clever fox!
