Module 2

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Introduction:


Before using artificial intelligence in the classroom, teachers need a solid pedagogical foundation to apply these tools effectively. At the start of this module, I expect to learn more about the benefits of AI-assisted language learning, especially how it can help improve student performance.

As I progress through the module, I also become aware of common concerns among English teachers, such as the fear that AI may encourage cheating or copying. Initially, I believed that prohibiting students from using AI was necessary. However, this view changes in Module 2, when I realize that clear instructions and good examples from teachers allow students to use AI responsibly to improve their writing skills.

I also believed that only young people can use technology well, but I learned that age is not the issue. Young users can struggle, and older users can become very skilled. During Module 2, I discovered useful tools for developing the four macro skills, such as NotebookLM, Copilot, Grammarly, and TTSMP3.


What were the most important concepts you learned?


I learned about how AI tools can be utilized in English classes and how they can assist teachers in becoming better versions of themselves.  I also learned that age does not determine a person’s ability to use technology effectively. Additionally, I found a helpful AI tool called NotebookLM, which can generate mind maps and podcasts from any document I upload.


How did these concepts challenge your previous understanding of English language teaching?


These concepts challenge my earlier belief that students should not use AI to do their homework. I used to think AI would only lead to cheating or copying. However, I now understand that with clear instructions and superior examples from teachers, students can use AI in a responsible way to improve their writing. I also changed my view that only young people can use technology well, realizing that anyone, regardless of age, can become skilled with AI tools.


How do you plan to apply these concepts in your future teaching?


In the future, I plan to give students clear guidelines on how to use AI tools responsibly to support their learning, especially in writing. I also want to introduce tools like NotebookLM and Grammarly to help them develop their language skills. I aim to create a classroom environment where students use technology with purpose, not just as a shortcut. 




How will the knowledge gained from this module influence your teaching methods?



This module helped me understand the potential of AI tools in English language teaching. Now, I will focus on guiding students in the responsible use of technology to support their skill development, especially in writing and critical thinking. In addition, I won't have to use videos or podcasts that are difficult to understand for non-native speakers of English. 



Can you think of a specific lesson or activity where you could apply what you’ve learned?



I can use what I learned from TTSMP3 to generate conversations from any text I choose and utilize those audio files for a listening comprehension activity. Also, I can apply these ideas in a writing lesson where students use NotebookLM to create mind maps from research articles and then develop their own paragraphs or essays. This approach will improve their writing and teach them how to use AI as a learning partner, not just a shortcut.



Content created with AI
(Module 2):





In the NotebookLM tool, I was able to add a PDF document as a source, covering the topic of "A Brief Introduction to Artificial Intelligence." NotebookLM was able to provide me with a brief summary of some key topics, which helped me greatly understand the PDF.

I also could create a mind map of the topic in NotebookLM. This AI tool allowed me to dynamically organize and transform information, which can help me a lot when implementing it in the field of English language teaching. I learned how using different formats can help make the same topic easier to understand based on the student's needs.





















Using Microsoft Copilot, I could create a reading of about 200 words for a listening comprehension activity aimed at university students of Advanced English. Furthermore, I copied the reading in TTSMP3 to convert the text into audio for the listening activity. I could also create a quiz based on the text in Microsoft Copilot. I could additionally design an answer sheet for the listening comprehension section, incorporating a variety of question types such as fill-in-the-blanks, multiple choice, and true or false.

I chose to include this content because it demonstrates my ability to use digital tools to enhance language learning. Microsoft Copilot is a powerful tool for generating and editing texts efficiently. I used it to create a reading passage tailored to the level and needs of advanced English learners, as well as to develop related materials such as comprehension questions and an answer sheet. TTSMP3 is a useful tool for converting written text into realistic audio, which allowed me to provide a listening activity that simulates authentic language input.











During Module 2, we also created a mock TOEFL exam for synchronous group work. Among my contributions was the development of audio materials tailored for the speaking section. I created seven conversations with the help of ChatGPT, and I turned those texts into audio using TTSMP3. However, I wanted to use different voices for each person who was speaking in the conversations. Accordingly, I produced two separate audio recordings corresponding to student A’s speaking turns and repeated the process for student B. Next, I used Veed to compile all the recordings into a single audio file representing one complete conversation.


Here is the link for seven audios created with TTSMP3.

I chose to add this content because it shows my commitment to creating high-quality and realistic material that can support students' preparation for an exam such as TOEFL. This content also improved my ability to design authentic and engaging test materials using AI tools. Furthermore, I felt progress in my abilities to integrate technology into language teaching and assessment in a creative and purposeful way. 











Moreover, I was able to participate in the Read Along Project, where I was assigned five readings that I had to read and analyze, focusing both on the text and the images. I also took a screenshot of the image from each reading and copied it into the PDF file I created. This visual reference helped me better understand and explain why certain images were approved or rejected. 

To facilitate the process, the teacher supplied us with a prompt to input into Gemini. By using custom Gems, I was able to analyze each reading individually and receive AI-generated feedback on aspects such as language level, clarity, and the relevance of the images.

I chose to include The Read Along Project because it reflects my ability to critically evaluate digital reading materials for educational purposes. It demonstrates that I can make informed decisions about which resources to use in the classroom and that I understand the pedagogical impact of both text and visuals in reading activities.



Conclusion


This module allowed me to transform my ideas about the use of artificial intelligence in English teaching, understanding that, with clear guidance and appropriate examples, students can responsibly leverage these tools to boost their skills. I also learned that technology proficiency is not dependent on age, and I discovered valuable applications like NotebookLM and TTSMP3 that I plan to integrate into my classes to foster more dynamic and effective learning.


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