Unit 5

ICT Tools Applied to the Learning of the English

Language

Unit 5. Generative Artificial

Intelligence in EFL II
Index
Schema

Key Ideas

5.1. Introduction and Objectives

5.2. AI Tools for Classroom Practice

5.3. AI Tools for Assessment

5.4. AI Text Generators

5.5. Bibliographical References

In Depth

Technostress and English Language Teaching in the age

of Generative AI

Should We Let our Students Use ChatGPT?

Test
 Schema

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5.1. Introduction and Objectives

This unit examines the transformative impact of Generative Artificial Intelligence

(GenAI) in the realm of primary EFL teaching, merging advanced technology with the

delicate craft of language instruction. At a time when personalized and engaging

learning experiences are paramount for effective education, GenAI offers educators

an unparalleled toolkit to revolutionize the teaching and learning of English. By

employing AI technologies, from natural language processing to adaptive learning

systems, we aim to transform the conventional EFL classroom into a dynamic,

responsive educational setting where instruction is meticulously tailored to each

student's needs and developmental pace.

The objectives of this unit are:

▸ To familiarize educators with AI tools for classroom practice, demonstrating how

these technologies can create engaging and interactive learning experiences tailored

to young learners' needs.

▸ To examine AI tools for assessment, exploring how these systems can provide

real-time feedback and ongoing assessments to monitor student progress and inform
teaching strategies.

▸ To delve into the use of AI text generators in creating customized educational

content that supports language acquisition, ensuring materials are developmentally

appropriate and engaging for primary students.

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As we go through this unit, you will be asked to think of the following problem:

Unit 5: Problem

Teachers are overwhelmed by the many AI tools available for EFL

teaching. They need to develop a strategy to evaluate and select the most

effective AI tools for different aspects of language learning, such as

vocabulary building, grammar practice, and pronunciation, ensuring they

complement rather than replace traditional teaching methods.

How might you classify and evaluate the most effective tools

to use in your classroom?

So, both while reading this document and engaging in your live lectures, keep this

problem in mind and come back to it. In other words, how can everything you

encounter be applied as a potential solution to solve this conundrum?

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5.2. AI Tools for Classroom Practice

The incorporation of AI into primary EFL teaching is revolutionizing educational

strategies. AI technologies introduce a dynamic approach to traditional teaching

methods, providing highly personalized, stimulating, and efficient learning

experiences. These technologies enable the development of customized lessons

that adapt in real time to the needs of individual students, thereby enhancing

engagement and learning outcomes. By incorporating AI, educators can dramatically

extend the boundaries of conventional classrooms, making lessons more interactive

and responsive to the diverse learning styles and paces of students.

Please consult the edited volume by Pan (2024) to go into further depth on the

matters addressed in this unit.

The impact of AI in enhancing the writing skills of young learners is significant.

Platforms like Grammarly and Hemingway provide adaptive, real-time feedback on

students' compositions, which is crucial for nurturing writing skills from an early age.

These platforms analyze texts with incredible detail, scrutinizing grammatical

accuracy, sentence structure, punctuation, and style. They offer precise corrections

and suggestions that not only help students polish their writing but also understand

the fundamental rules of language.

Furthermore, AI tools delve deeper into the mechanics of language by explaining the

rationale behind certain corrections (Hockly, 2023). This approach reinforces

theoretical knowledge through practical application, turning abstract grammar lessons

into concrete learning experiences. For instance, when a student frequently errs in

verb tenses, the AI can offer specialized exercises targeting tense agreement, thus

addressing individual learning needs effectively. This personalized approach

helps students recognize their errors and understand the corrective measures, which

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promotes a deeper understanding and mastery of language skills.

AI's potential in creative writing is particularly noteworthy. It can generate engaging

and imaginative prompts or story starters that resonate with the current interests or

study themes of students, making writing tasks highly relevant and stimulating. For

example, if students have recently engaged in a project about ancient civilizations,

the AI could generate stories that involve time travel to ancient Rome or Egypt,

encouraging students to apply their historical knowledge creatively.

These AI-enhanced writing sessions are structured to foster creative expression

among students. AI can suggest diverse narrative paths or integrate unexpected plot

elements that students must adapt to, thus stimulating their creativity and problem-

solving skills. This method transforms writing from a routine activity into an exciting

adventure that deepens students' engagement with the language. By employing such

dynamic AI tools, teachers can elevate traditional writing exercises into vibrant,

engaging activities that not only enhance creativity and critical thinking but also

promote a profound engagement with English language learning.

By leveraging the capabilities of AI, kindergarten EFL classrooms can become hubs

of innovation where language learning is not only about memorization and repetition

but about engaging actively with content in a manner that excites curiosity and fosters

deep learning. This transition to AI-enhanced education requires thoughtful

implementation and a willingness to adapt traditional teaching methods to embrace

the benefits of technology, ultimately enriching the educational landscape and

providing students with invaluable skills for their future.

Turning now to teaching reading, AI technologies have the capability to transform

traditional reading sessions into dynamic interactive experiences. AI-driven narrators

can adjust the complexity of the story's vocabulary and sentence structures in real

time, aligning with the individual comprehension levels of students. This adaptive
storytelling helps to ensure that all students, regardless of their initial reading skills,

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can follow and understand the story effectively.

Beyond simply reading texts, AI-driven interactive storybooks are designed to engage

students more deeply. These books can pose questions mid-narration to test

comprehension, ensuring that students are not only listening but also understanding

the material. For example, an AI system might pause the story to ask students why a

character acted in a certain way or to predict what might happen next, thereby

enhancing critical thinking and predictive reasoning skills.

AI tools are particularly effective in vocabulary instruction too. During reading

sessions, AI can instantly define unfamiliar words, provide synonyms, and explain the

context within which words are used. This instantaneous feedback helps to build

vocabulary more effectively by offering immediate explanations that are crucial for

EFL learners. For instance, when a new term appears in the text, AI could

automatically highlight it, pronounce it audibly, and display a picture or a video clip

that illustrates the term, making the learning experience richer and more memorable.

Additionally, AI can be used to integrate annotations and cultural or historical

insights related to the text, which enriches the reading material and provides

students with a broader understanding of the content (Koraishi, 2023). This context

not only aids vocabulary retention but also deepens comprehension by connecting
new words to familiar concepts and real-world situations.

AI can also facilitate interactive reading circles, an innovative approach where AI

acts as both a guide and a participant. In these sessions, the AI might pose

discussion questions or encourage students to share their interpretations of the story.

This setup fosters a collaborative learning environment where students learn from

each other and gain confidence in expressing their thoughts and ideas in English.

These discussions can be guided by AI to ensure that they remain on topic and

constructive, providing prompts or redirections as needed.

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One of the most significant advantages of AI in reading instruction is its ability to

customize reading materials based on the performance and progress of the class. If

students are struggling with a particular concept or vocabulary set, AI can analyze

these challenges and recommend or even create additional reading materials that

address these weaknesses. This targeted support ensures that learning is efficient

and effective, addressing gaps in knowledge as they appear and adjusting the

complexity of reading materials to suit the class's evolving needs.

Furthermore, AI can track the progress of each student over time, allowing for the

personalized adjustment of reading content to match each student's learning journey.

Teachers can use these insights to further tailor their instruction and provide

additional support where necessary, ensuring that each student can achieve their

best possible outcomes in learning English (Huang et al., 2023).

Speaking and listening skills development is a further area which can be

enhanced through the integration of AI tools in your teaching practice. AI-driven

conversational agents are programmed to simulate various real-life interactions,

offering students the opportunity to engage in dialogues that mimic those they might

encounter in everyday life. These agents can adjust their speech patterns, accents,

and dialogue complexity based on the proficiency level of each student, ensuring that

the learning experience is tailored to individual needs. For example, a chatbot might

begin a conversation using simple sentences and basic vocabulary for beginners,

gradually introducing more complex structures and richer vocabulary as the student's

proficiency improves.

One of the main benefits of using AI in teaching speaking and listening skills is the

immediate feedback it provides. AI systems can analyze speech for pronunciation,

fluency, grammar, and vocabulary usage in real time, offering corrections and

suggestions for improvement instantaneously. This instant feedback loop is crucial for

language learning, as it allows students to correct their mistakes immediately,

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reinforcing learning and building confidence. For instance, if a student mispronounces

a word during a conversation with an AI agent, the system can repeat the word

correctly, explain the phonetic discrepancies, and even provide additional examples

to practice.

Furthermore, AI conversational agents can create a safe and low-pressure

environment for students to practice speaking English. Many language-learners

experience anxiety when speaking a new language, particularly in front of peers and

teachers. AI agents offer a judgment-free zone where students can practice as much

as they need without fear of embarrassment or ridicule. This can significantly

enhance their willingness to communicate, a critical factor in language acquisition.

If this is a particular area you find to be of interest, take a look at the volume

written by West-Soley (2023) for more information.

The versatility of AI tools also allows for the incorporation of various thematic and

cultural contexts into conversations, enhancing both linguistic and cultural

comprehension. For example, an AI system can simulate a conversation in a grocery

store in London, a doctor's office in New York, or a casual chat with a friend in
Sydney. Each scenario can introduce specific cultural nuances and relevant

vocabulary, providing students with a richer, more comprehensive language learning

experience. This exposure to diverse cultural settings prepares students for real-life

interactions and fosters a deeper understanding of the language in its cultural context.

AI technologies can also facilitate collaborative learning experiences. Teachers

can set up group activities where students interact with an AI agent together, taking

turns speaking and listening. During these activities, the AI can moderate the

conversation, ensure that all participants contribute, and provide group feedback. This

not only improves language skills but also helps develop social and cooperative skills

such as turn-taking, listening actively, and responding appropriately in a group

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setting.

Moreover, AI can be used to enhance storytelling and role-play exercises, which

are vital for developing both speaking and listening skills. AI can narrate stories,

pausing at key moments to ask questions or prompt predictions, thereby improving

listening comprehension and critical thinking. In role-plays, AI can assume various

characters, adapting its responses based on the student's inputs, which makes the

exercise more dynamic and engaging.

The adaptability of AI extends to its ability to support differentiated learning. AI

systems can track individual progress and adjust the difficulty level of tasks

automatically. For students who advance more quickly, the AI can introduce more

challenging conversations with less common vocabulary and more complex

grammatical structures. Conversely, for those who need more practice, it can repeat

certain topics or slow down the pace of the conversation. This individualized

approach ensures that all students remain engaged and receive the support they

need to progress.

Having now reviewed some general ideas as to how these tools can be applied, have

a look at the following lesson outlines for further inspiration. How might you take the

idea given and adapt it to another topic or to a different setting? Try to reflect on the

multitude of teaching possibilities as you go through these.

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Table 1. Writing Lesson: “Create your own Adventure Sytory”. Source: own work.

Table 2. Reading Lesson: “Exploring Ecosystems”. Source: own work.

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Table 3. Listening Lesson: “Around the World”. Source: own work.

Table 4. Speaking Lesson: “Debate Club”. Source: own work.

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Table 5. Vocabulary Lesson: “Food Festivals around the World”. Source: own work.

Table 6. Grammar Lesson: “Pirate Grammar”. Source: own work.

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5.3. AI Tools for Assessment

Now turning our attention to the way in which AI tools can be used to enhance

assessment and evaluation in the primary EFL classroom (Moqbel and Al-Kadi,

2023), there are many notable ways that these tools can help teaching practitioners,

as is discussed in this section.

B y automating the generation of test materials and the grading process, AI

empowers teachers to reallocate their valuable time from the often-tedious tasks of

preparing and correcting tests to more pedagogically focused activities. This shift in

resource allocation allows educators to concentrate their efforts on enhancing the

learning experience, fostering engaging discussions, and providing personalized

guidance to their students.

Moreover, the rapid feedback provided by AI on student exams is invaluable, as it

enables immediate instructional adjustments and helps students quickly identify areas

that require further attention or reinforcement. This timely feedback promotes a more

adaptive and responsive learning environment, where both teachers and students can

adapt their strategies in real time to address gaps or build upon strengths.

Table 7. Exam Question Generation. Source: own work.

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Table 8. Automated Grading. Source: own work.

Beyond the realm of traditional testing methods, AI-powered assessment

techniques are introducing a new level of creativity and interactivity into evaluations.

These innovative methods leverage AI to engage students in immersive scenarios

that extend beyond mere rote memorization, fostering a deeper understanding of the

subject matter. For instance, in language learning, AI can facilitate interactive

dialogues that simulate real-world conversations, allowing students to practice their

communication skills in a dynamic and realistic setting. Similarly, AI-driven writing

analysis tools can provide real-time feedback on students' written work, offering

suggestions for improvement and reinforcing proper language mechanics.

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Table 9. Interactive Speaking Evaluations. Source: own work.

Table 10. Real-Time Writing Assitance. Source: own work.

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Such interactive and engaging assessment methods are particularly crucial for young

learners, as they help maintain their interest and deepen their understanding by

allowing them to witness the immediate application and impact of their knowledge.

The interactive nature of AI assessments transforms the learning experience, making

it more enjoyable and effective by integrating assessment seamlessly into the

learning journey. Rather than being viewed as a daunting prospect, assessments

become an integral part of the educational process, fostering a growth mindset, and
encouraging continuous improvement.

AI's capabilities extend beyond assessment itself, offering sophisticated data analysis

that provides invaluable insights into student performance. By evaluating vast

amounts of learning data, AI can uncover patterns and trends that inform teaching

strategies and enable the personalization of learning experiences. Through the

analysis of how students respond to different teaching methods, assessment types,

and instructional content, AI can help educators refine their approaches and ensure

that the learning materials and activities are both engaging and effective for their

specific student population.

Table 11. Performance Analytics: Renaissance Star Assessments. Source: own work.

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Table 12. Performance Analytics: BrightBytes. Source: own work.

This level of granular analysis supports a more nuanced understanding of educational

effectiveness, enabling targeted interventions that are precisely tailored to the

needs of individual students. By identifying areas of strength and weakness, as

well as learning styles and preferences, AI-driven data analysis empowers educators

to create personalized learning plans that cater to the unique needs of each student.

This level of customization not only enhances the overall learning experience but also

promotes equitable access to education, ensuring that no student is left behind due to

a one-size-fits-all approach.

To effectively integrate AI into classroom assessments, it is crucial that educators

adhere to a set of best practices. Foremost, among these is the understanding that

AI tools should be utilized to complement, rather than replace, the human touch that

is critical in educational settings. Teachers must remain central to the assessment

process, using AI as a tool to enhance their understanding of student learning and to

extend their capacity to respond to individual needs. AI should be viewed as a

powerful ally in the classroom, augmenting the expertise and guidance of educators,

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rather than supplanting their role.

Additionally, careful consideration must be given to ethical concerns, particularly

those involving the privacy and security of student data as we have previously

addressed. As AI tools become increasingly integrated into the educational

landscape, it is imperative that they are implemented transparently and

responsibly, with clear communication to students and parents about how data is

collected, used, and protected. Educators must ensure that robust data protection

measures are in place, adhering to best practices and regulatory guidelines to

safeguard the privacy and confidentiality of sensitive student information.

Moreover, ongoing professional development is crucial for educators to stay

abreast of technological advances and to understand how best to integrate new tools

into their teaching practice. As AI technologies continue to evolve at a rapid pace, it is

essential that teachers receive regular training and support to effectively leverage
these tools in a manner that enhances student learning outcomes. By continuously

updating their skills and knowledge, educators can remain at the forefront of

educational innovation, effectively harnessing the power of AI to create dynamic and

personalized learning experiences.

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5.4. AI Text Generators

AI text generators have emerged as powerful tools in the educational landscape,

particularly in English Language Teaching (ELT) for primary students. Tools like

Claude, ChatGPT, and Perplexity represent the cutting edge of this technology, each

offering unique features that can enhance teaching methodologies and enrich

learning experiences in the classroom (Rudolph, Tan and Tan, 2023).

Claude, a versatile AI developed by Anthropic, is designed to understand and

generate human-like text based on the input it receives. In an ELT classroom,

Claude can be leveraged to craft engaging story prompts or dialogue exercises that

help students develop their creative and conversational skills. For example, teachers

can input a basic storyline, and Claude can generate multiple continuations, allowing

students to explore different narrative paths. This not only aids in teaching language

but also encourages creative thinking and decision-making among young learners.

ChatGPT, developed by OpenAI, is another powerful tool that educators can

incorporate into their teaching practices. It excels in generating informative,

conversational, and contextually appropriate text based on the prompts it receives. In

the primary ELT classroom, ChatGPT can be used to create interactive dialogues

that students can actively engage with. This AI can simulate conversations on a wide

range of topics, providing students with a practical and safe space to practice their
English speaking and comprehension skills. For instance, teachers might utilize

ChatGPT to create simulations where students must use English to navigate

situations like ordering in a restaurant, asking for directions, or even interviewing a

fictional character.

Perplexity, an AI designed to offer explanations and generate questions, can be

particularly beneficial for enhancing reading comprehension exercises. In an ELT

setting, Perplexity can take a text segment and generate comprehension questions,

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helping students to focus on key details and deepen their understanding of the

content. Furthermore, it can provide concise summaries for texts, allowing teachers to

assess whether students grasp the main points of their reading assignments

effectively. This tool is invaluable for reinforcing language skills and ensuring that

students comprehend the material they are working with thoroughly.

The integration of these AI text generators into primary ELT classrooms offers a

multitude of advantages. Firstly, they can significantly enhance student

engagement by introducing interactive and dynamic elements into language learning

activities. The ability of these tools to generate personalized and contextualized

content can captivate students' attention and foster a genuine interest in the subject

matter. By engaging with AI-generated dialogues, story prompts, or comprehension

questions, students are presented with a learning experience that is tailored to

their needs and interests, fostering a more effective and enjoyable learning

environment.

Moreover, AI text generators can facilitate differentiated instruction, enabling

teachers to cater to the diverse learning styles and abilities of their students. For

instance, ChatGPT can generate dialogues at varying levels of complexity, allowing

advanced learners to challenge themselves while providing appropriate support for

those who require additional guidance. Similarly, Perplexity can generate

comprehension questions that range from straightforward to more analytical, ensuring

that all students are provided with opportunities to develop their reading

comprehension skills at their respective levels.

Furthermore, the use of AI text generators can alleviate some of the administrative

burdens faced by educators, freeing up valuable time and resources for more

personalized and engaging instructional activities. By automating the generation of

content for exercises, dialogues, and comprehension questions, teachers can

dedicate their efforts to providing individualized feedback, facilitating discussions, and

fostering a supportive learning environment.

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However, it is crucial to recognize that, while AI text generators offer numerous

benefits, they should be viewed as complementary tools rather than replacements for

human educators. The role of teachers remains pivotal in guiding students through

the learning process, providing context, clarifying misconceptions, and fostering

critical thinking skills. AI tools should be thoughtfully integrated into the curriculum,

with teachers maintaining oversight and ensuring that the generated content aligns

with learning objectives and pedagogical best practices.

Additionally, ethical considerations surrounding the use of AI in education must be

addressed. Educators should be transparent about the incorporation of AI tools and

ensure that appropriate measures are in place to protect student privacy and data

security. Regular evaluation and monitoring of the AI-generated content should be

conducted to mitigate potential biases or inaccuracies.

AI text generators like Claude, ChatGPT, and Perplexity offer exciting possibilities for

enhancing English Language Teaching in primary classrooms. By providing

interactive, personalized, and engaging content, these tools have the potential to

captivate students' interest, facilitate differentiated instruction, and alleviate

administrative burdens on educators. However, their implementation must be

accompanied by careful consideration of ethical implications, ongoing teacher

oversight, and a commitment to utilizing these tools as supportive resources rather

than replacements for human guidance and expertise. With a thoughtful and

responsible approach, AI text generators can be powerful allies in creating dynamic

and effective language learning experiences for primary students.

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In order to make an appropriate selection and classification of all these different tools

we have addressed in this unit, take a look at the checklist offered below:

Figure 1. Tool Selection. Source: own work.

Have a look at the following video Reviewing Data Privacy for Classroom AI Tools in
the Classroom, for more information on getting to grips with the ins and outs of data

privacy and implementing AI tools in the classroom.

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Reviewing Data Privacy for Classroom AI Tools in the Classroom

Accede al vídeo:
https://unir.cloud.panopto.eu/Panopto/Pages/Embed.aspx?id=675dd8d8-82ac-

4a64-a766-b17900af9307

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5.5. Bibliographical References

Hockly, N. (2023). Artificial Intelligence in English Language Teaching: The Good, the

Bad and the Ugly. RELC, 54(2), 445-451.

https://www.researchgate.net/publication/373631028_Artificial_Intelligence_in_Englis
h_Language_Teaching_The_Good_the_Bad_and_the_Ugly

Huang, X., Zou, D., Cheng, G., Chen, X. and Xie, H. (2023). Trends, Research Issues

and Applications of Artificial Intelligence in Language Education. Educational

Technology & Society, 26 (1), 112-131. http://index.j-

ets.net/Published/26_1/ETS_26_1_09.pdf

Koraishi, O. (2023). Teaching English in the Age of AI: Embracing ChatGPT to

Optimize EFL Materials and Assessment. Language Education & Technology, 3 (1),

55-72. https://langedutech.com/letjournal/index.php/let/article/view/48

Moqbel, M. S. S. and Al-Kadi, A. M. T. (2023). Foreign Language Learning

Assessment in the Age of ChatGPT. Journal of English Studies in Arabia Felix, 2(1),

71–84. https://journals.arafa.org/index.php/jesaf/article/view/62

Pan, F. (2024). AI in Language Teaching, Learning, and Assessment. IGI Global.

Rudolph, J., Tan, S. and Tan., S. (2023). War of the Chatbots: Bard, Bing Chat,

ChatGPT, Ernie and Beyond: The New AI Gold Rush and its Impact on Higher
E d u c a t i o n . Journal of Applied Learning and Teaching, 6 (1), 364-389.

https://typeset.io/pdf/war-of-the-chatbots-bard-bing-chat-chatgpt-ernie-and-beyond-
2d2clazj.pdf

West-Soley, R. (2023). AI for Language Learners: Prompts and Ideas for Creating

Your Perfect Language Learning Assistant. Polyglossic.

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Technostress and English Language Teaching in the

age of Generative AI

Kohnke, L., Zou, D. and Moorhouse, B. L. (2024). Technostress and English

Language Teaching in the Age of Generative AI. Educational Technology & Society,

27(2), 306–320. https://www.jstor.org/stable/48766177

This journal article explores an important area of implementing AI tools into your EFL

teaching practice and is certainly one that is well worth a read. The authors discuss

the phenomenon of technostress and its impact on teaching efficacy and provide

strategies for managing this stress to maintain high-quality education. Additionally,

the article emphasizes the importance of ongoing professional development to help

teachers adapt to technological advances in education effectively.

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Should We Let our Students Use ChatGPT?

TEDx Talks. (2023, September 24). Should we let students use ChatGPT? | Natasha

Berg | TEDxSioux Falls [Video]. YouTube. https://www.youtube.com/watch?v=ogcSQ-

cFRVM

This TEDx Talk is delivered by an expert in education who offers a variety of thought-

provoking insights into the possible limitations and benefits of including AI tools such

as ChatGPT into our teaching practice. Do you agree with the points the speaker

raises? What potential drawbacks could you foresee of letting our students use such

tools?

Should we let students use ChatGPT? | Natasha Berg | TEDxSioux Falls

Accede al vídeo:
https://www.youtube.com/embed/ogcSQ-cFRVM

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 Test

1. What is a primary benefit of using AI tools like Grammarly and Hemingway in the

classroom?

A. They reduce the need for textbooks.

B. They encourage passive learning.

C. They provide real-time feedback on writing.

D. They eliminate the need for teacher intervention.

2. Which AI tool is used for generating engaging story prompts in an EFL

classroom?

A. Claude.

B. ChatGPT.

C. Both. Claude and ChatGPT.

D. None of the above.

3. How do AI tools like Perplexity aid in reading comprehension?

A. By decreasing text complexity.

B. By generating discussion questions.

C. By translating texts into students' native languages.

D. By limiting access to reading materials.

4. What role does AI play in assessing students' spoken English?

A. Transcribing spoken words into text.

B. Enhancing the volume of students' voices.

C. Providing pronunciation feedback.

D. Creating background noise to test comprehension.

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5. Which is not a feature of AI-driven assessment tools in EFL classrooms?

A. Bias in evaluating student responses.

B. Automatic generation of performance reports.

C. Real-time error correction.

D. Increasing the need for paper-based tests.

6. What advantage do AI text generators offer for vocabulary learning?

A. They replace traditional dictionaries.

B. They create personalized learning quizzes.

C. They discourage the use of new vocabulary.

D. They reduce the variety of words students learn.

7. How can AI tools specifically help with grammar teaching in EFL classrooms?

A. By ignoring grammatical errors.

B. By focusing solely on vocabulary.

C. By auto-generating grammar quizzes.

D. By promoting the use of slang.

8. Which outcome is least associated with the use of AI in EFL teaching?

A. Increased personalized learning.

B. Improved student engagement.

C. Reduced teacher workload.

D. Decreased student interaction.

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9. What should teachers consider when integrating AI tools for classroom

assessments?

A. The color of the AI interface.

B. Compatibility with existing educational goals.

C. The popularity of the tool among students.

D. The entertainment value of the tool.

10. What is a critical practice when implementing AI tools in the classroom?

A. Using AI to replace teachers.

B. Ensuring AI tools are used ethically and responsibly.

C. Limiting feedback to annual reviews.

D. Encouraging competition among students

ICT Tools Applied to the Learning of the English Language 31

Unit 5. Test
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