Getting started with AI in the language classroom

When I was at school a new technology arrived. As learners, we loved it, but our teachers thought it'd make it easier for us to cheat. People worried that this new invention would stop children learning maths. It could even replace maths teachers! 

Does all this sound familiar?  

In fact, the technology that created such excitement in my school days was the simple calculator, which became a useful resource for both teachers and learners. Instead of banning calculators, we decided to teach learners how to use them.  

There are similar debates happening around Artificial Intelligence (AI). The lesson to be learnt is that we shouldn't fear new technologies. Instead, we need to think about how we can guide learners to use the technology effectively as a learning tool. Becoming part of an AI roundtable (group discussion), has given me the motivation I needed to research AI and try out the available tools. I've learnt so much from my colleagues and from sharing what we have learnt together. 

What AI can do to support learning 

1. Personalise learning:  AI can identify areas requiring extra practice and with teacher support provide additional language practice. 

2. Engage learners. The novelty of any new technology can help motivate our students to study independently. 

3. Be available 24/7. 

How to get started 

I'm going to suggest a few activities you can do with AI that will benefit both you and your learners. Let's look at a few different kinds of AI apps that are available and I'll also share some ideas about how they can be used. There are many different apps, so this list is really just a small selection. It's important to remember that when using any apps in class, it's a good idea to set up a class/ school account and to ensure that learners are aware of data privacy issues if they want to use the apps themselves outside of class. Make sure you take a good look at the tools before using them in the classroom so that you can evaluate if they are suitable for your learners. 

1. Speech to text AI – This can provide extra speaking practice through setting up a role play. Like any role play, you'll need to set up the situation. The learners can then put this prompt into the app, for example: 'I am a B1 learner of English. I need to practise informal conversations. I want you to role play meeting me at a party. You are Bill Gates and you want to talk about your most recent project, but you also want to find out if we have anything in common.' ChatGPT offers a voice control extension that allows you to do this. 

2. Video avatars – These apps can create a realistic talking head video. You can select the look and sound of the avatar. Then text is added and turned into a spoken dialogue. They can be used to present project work, such as a news bulletin or a lecture. Learners can also use the avatar as a pronunciation model to practice before a talk. These apps are currently only appropriate for adult learners. 

3. Text-to-speech generators - These can be a really useful resource for learners who have problems with reading. Learners can paste text into the app and hear it being spoken.  

4. Drawing apps – These can give younger learners more exposure to English while having fun. Learners are given a word. They have to read and draw while the AI guesses what they are drawing. This involves reading, listening and using creative skills. 

5. Art generators – These apps create an image from a written description. This technology can be used to check descriptive language. For example, ask your learners to describe a friend or describe their bedroom. When they see the image, they will have a visual representation of their description. This could be used to illustrate a story as part of a project.  

6. Song generators – These could be used either by the learner or teacher to create a song using language the learners have recently studied.  

7. Chatbots – These can be set up to test or inform our learners about a certain topic. The teacher sets the rules for the chatbot, i.e. Learners must type in English; Learners must ask/ or answer questions about (the topic). I created this Cyber Safety chatbot. The chatbot asks the learners for tips on cyber safety, so it is a good review tool. 

8. Text based apps – These are perhaps the most common type of AI apps. Using a detailed rubric or ‘prompt’, these apps can produce a piece of text. The most well-known is Chat GPT, although other apps are becoming popular. This is probably the area of most concern for educators. How do we know if our learners have written their own homework? Although AI also offers apps that check if text has been artificially created. 

Changing roles 

By changing the role of our learners or the AI itself, we can help our learners to use their critical thinking skills: 

• The learner as a critic – In this role the learner asks AI to write a paragraph of text then the learner assesses the text. For example: Is it original? Is it interesting? Does it make me feel happy/ sad? 

• The analytical learner – Learners put a text into AI and ask it to check for grammatical errors. Learners make a note or all the types of errors the AI has highlighted, e.g. word forms, sentence order, use of present perfect, etc. Their homework task is to present the teacher with a list of language points they need to work on. 

Writing good prompts 

In the future workplace, knowing how to use AI efficiently may be considered an asset, so we should teach our learners how to write a good prompt: 

• Topic – Give as much detail as possible 

• Format – Do you want a poem, paragraph, essay? 50 words? 200 words? 

• Context – who is the audience? 

• Style – Informal/ formal/ persuasive, etc. 

A simple collaborative activity for practising prompts involves learners each using AI to write a paragraph of a story. Each group decides the genre, context, main characters, and audience. The first student shares the last sentence of their paragraph with learner 2 who prompts AI with a plot idea and this process is repeated until the last learner finishes the story. Groups then read the stories back and give feedback on the different paragraphs. 

What to consider when adding AI to the curriculum 

1. It can't replace the teacher: teachers can provide a holistic learning experience that takes into account different moods, emotions and individual needs.  We facilitate discussions, invite critical thinking, show empathy, encourage positive emotions and relationships and consider the cultural context of our learners.  

2. AI is not necessarily ethical, with a lack of transparency which can lead to inaccuracies and the algorithms can show bias in the same way that other digital content does. 

3. Look into data security. Most AI platforms have privacy policies outlining how they collect and use data. Make sure the relevant people - learners, parents and school communities - are informed about what data will be collected and shared while using AI tools. Make sure you get consent when needed.

4. Learners will need specific instructions on how to use the tools, so you'll need to make time to upgrade your skills. 

Overall, like any new technology some teachers have legitimate concerns about using AI with their classes, but if we think about how AI can enhance learning and encourage critical thinking, it has the potential to become another powerful learning tool for both teachers and learners. 

References 

https://www.forbes.com/advisor/education/it-and-tech/artificial-intelligence-in-school/  

https://elearningindustry.com/pros-and-cons-of-using-ai-in-learning-chatgpt-helping-or-hindering-learning-outcomes  

https://business101.com/an-ai-expert-explains-why-theres-always-a-giraffe-in-artificial-intelligence/  

https://huit.harvard.edu/news/ai-prompts 

Suzanne Mordue has been working in ELT since 1999, both as a teacher and teacher trainer. She has a strong interest in the use of technology in language learning and has given talks and workshops at international conferences on online teacher training and using technology in the ELT classroom.