Head of Foreign Languages Department, EPS, MIEFellow, Teacher Trainer
Quite frankly, I never thought I would have so many tools at my disposal without lifting a finger or if I am honest, all I have to do is tap on my tablet. From grammar checkers to automated translation, from pronunciation practice to interactive chatbots, the array of AI tools available to language teachers is expanding at breakneck speed. But amid this technological revolution, a critical question emerges: Are AI apps and tools enough to boost learning and student engagement?
The short answer is no. Then how can we ensure that our use of technology serves our educational purpose rather than becoming an end in itself?
Beyond the Novelty Factor: Establishing Clear Learning Goals
One of the most common pitfalls in technology integration is what might be called the "shiny object syndrome" – implementing AI tools simply because they're new and exciting and then drop them. Consider the teacher who spends an entire lesson having students generate stories with ChatGPT without connecting this activity to specific language objectives or level. While students might initially find this engaging, the educational value quickly diminishes without targeted learning goals.
The question teachers need to ask is: Does this AI-powered activity address specific learning outcomes? For instance, a carefully designed lesson might use AI-generated text as a basis for students to identify and correct grammatical errors, thereby reinforcing their understanding of grammar rules. The same tool, with different instructions, could help advanced learners analyze stylistic variations or practice paraphrasing – each with clear, measurable objectives.
Ownership and Agency: Moving Beyond AI Dependence
When students simply prompt AI to complete their assignments, they become passive consumers rather than active creators of language. Put simply, the only thing they learn is to “copy-paste”.
Well-designed activities ensure students maintain ownership of their work. For example, rather than allowing AI to write essays for students, teachers can design activities where learners use AI tools to brainstorm ideas, receive feedback on drafts, or analyze the effectiveness of their arguments – all while maintaining authorship of the final product. This approach positions AI as a scaffold rather than a substitute for student effort. In this way, students feel that their work / intellectual property is appreciated and they are motivated to be actively engaged in class.
Cultivating Creativity in an AI-Enhanced Classroom
AI tools can enhance or reduce creativity discouraging original thinking.
Let’s consider two contrasting approaches: In one classroom, students use AI to generate complete stories. In another, students are challenged to provide AI with unusual prompts, analyze the output, revise it substantially, and transform it into something uniquely their own. The second approach develops creative thinking skills while acknowledging AI's utility as a collaborative partner.
In another example, learners can write the script for a video and then use an AI app to transform it into a short film or they can simply press the button and let AI write the script and create the video. In the former case, creativity is actively encouraged and supported while in the latter, there is no original thinking or any kind of learner engagement in the process.
Promoting Critical Thinking in the Age of Misinformation
The proliferation of AI-generated "fake news" and misinformation makes critical thinking more crucial than ever. Language classrooms offer the perfect environment to develop these skills.
An effective lesson might involve students analyzing AI-generated news articles containing subtle biases or factual inaccuracies. By identifying these issues, students develop crucial media literacy skills while at the same time they strengthen their language comprehension. This real-life challenge can turn into a learning activity that can help students develop their language and critical thinking skills.
Challenging Students: Avoiding the Spoon-feeding Trap
We seem to have adopted a spoon-feeding culture which students find demotivating and utterly boring. AI could be used to perpetuate it, or it can be used to support students to rise to the linguistic challenges.
For example, rather than using AI to simplify complex texts for lower-level learners, teachers might challenge students to interact directly with AI tools to gradually enhance their comprehension of difficult material. Students might ask for clarifications, definitions, or explanations – all valuable language learning strategies that prepare them for real-world communication challenges.
Ethical Considerations: Setting Boundaries
Many students view AI as an effortless way to complete assignments. Without clear ethical guidelines, the temptation to use these tools inappropriately can undermine learning.
Teachers need to establish crystal clear frameworks for acceptable AI use. This includes discussions about when AI could be used and what it could be used for. More importantly, they need to help students understand why certain uses of AI are beneficial to language learning while others simply inhibit learning and waste their time. By combining these conversations with broader discussions of digital citizenship, teachers prepare students for ethical technology use beyond the classroom.
Conclusion
AI tools and applications are powerful additions to the language teacher's toolkit, but they are just that – tools. Their effectiveness depends entirely on how we integrate them into our pedagogical approach. When we design activities with clear learning goals, promote student ownership, foster creativity and critical thinking, appropriately challenge learners, and establish ethical frameworks, AI becomes not a replacement for good teaching but an amplifier.
The future of English language teaching will not belong to those who simply use occasionally AI technologies, but to those who integrate them into the syllabus to accommodate learner needs.
