Tech Talk: Your AI Companion for English Adventures

Over the past few weeks, we had the pleasure of hosting Nicky for a lecture on AI, as documented in my recent blog posts. With the advancements in AI technology, VR can offer users more immersive experiences in various scenarios. As an English teacher, these technological developments prompt us to consider how to integrate these technologies into language teaching. While many apps are AI-based, the integration with VR seems less mature. During our classroom experiment with the MetaQuest 2 headset, it allowed for immersive activities in virtual environments, for example, at the same time as playing games, users are also presented with certain language learning requirements, such as reading game instructions, operating controllers through game audio prompts, and so on, which can make language learning more enjoyable. However, the technology still lacks maturity in terms of device compatibility and stability. Additionally, its high costs make widespread adoption challenging. VR cannot immediately replace real language learning experiences.

Photo by XR Expo on Unsplash

This week, I tried using the ELSA SPEAK app. It's a mobile application designed to help English learners improve their speaking skills. While full access requires payment, there's a free 7-day trial. During my exploration, I found its AI tutor feature to be the standout feature compared to other English learning apps. Besides offering various courses on topics and language skills, users can engage in conversations with AI based on real-life scenarios. With each scenario, users are briefed on their task and engage with AI through questions or discussions related to the task. Users can even select scenarios and converse with ELSA AI, which can seamlessly transition between different role-plays. For instance, if preparing for an important interview, ELSA AI can simulate a hiring manager and conduct a mock interview. This immersive AI-assisted training can significantly enhance language learning.

screenshots from ELSA SPEAK

The app also provides detailed pronunciation exercises, ranging from linking sounds to individual phonemes, with corresponding video lessons. Users can practice words, phrases, or sentences of varying difficulty levels, receiving feedback based on pronunciation recognition. This personalized feedback resembles guidance from a professional speaking coach. 

screenshots from ELSA SPEAK

Practicing on a mobile device minimizes learners' speaking anxiety, potentially increasing their motivation. Beyond pronunciation, mixed skills exercises covering listening and dialogue practice are available based on selected topics.

screenshots from ELSA SPEAK

However, it's important to remember that, as an AI-based tool, we shouldn't overly rely on it. In my opinion, during dialogues, the AI tutor still sounds somewhat robotic, which may hinder emulation. Additionally, AI systems may struggle to replicate emotional exchanges present in real conversations. Moreover, using ELSA SPEAK requires a stable internet connection and specific device requirements, limiting its accessibility in less developed regions.

screenshots from ELSA SPEAK

Nonetheless, as an additional extracurricular practice tool, I highly recommend this app. It offers timely feedback and customizable exercises tailored to learners' needs. With its many features, I suggest giving it a try, and I'll certainly recommend it to my students in the future.

English Learning on the Go!

This week's ICT classroom theme is Mobile Assisted Language Learning (MALL). First, we learned how MALL has evolved from Computer Assisted Language Learning (CALL). In the CALL era, the role of computers in language learning evolved from being a tutor to a tool, and then to a messenger. This evolution reflects the shift in language learning from initially focusing on grammar and writing forms to later emphasizing communicative skills, and even at higher levels, enhancing language skills often involves understanding culture.

In today's life, mobile phones have become indispensable tools for most people, and using language learning apps on phones has become a new trend. The advantages and disadvantages of learning languages ​​on mobile phones are obvious. Whether it's access efficiency, authenticity and relevance of e-materials, or the variety of multimedia forms that make learning enjoyable, and even the tracking of learning outcomes, they all provide great help for language learning. Of course, it is inevitable to be easily distracted when learning on mobile phones, but giving learners some autonomy will also have a positive impact.

Photo by Marvin Meyer on Unsplash

As language teachers, we also need to know what kind of CALL or MALL tasks can promote students' language learning. First, tasks need to consider what language knowledge and skills students can learn through the task. Secondly, there needs to be a certain degree of authenticity, consistent with real-world language use and cultural background, and feasible and effective in practical applications. We experienced such a task in class. The teacher used Nearpod in the classroom to send task instructions to our phones. We walked around the campus, asked campus staff questions in different real-life scenarios (using polite language), and completed the task. This form of task has indeed inspired me, and teachers can support students' learning with their phones in various ways.

Of course, there are also many apps on phones that can help learners learn English. Because I myself like outdoor activities, especially hiking, I downloaded an app called AllTrails. AllTrails is an outdoor adventure app that provides detailed information on thousands of hiking, walking, cycling, and running routes worldwide. The app can help users provide detailed information about each route, including maps, route lengths, altitude changes, difficulty ratings, and reviews and photos from other users. Users can also use AllTrails to record their own activities and share their experiences with the community. When I read about hiking routes or look for suggestions on certain routes, I have to read in English. But gradually, I found that I learned a lot of authentic English expressions from this app, especially in outdoor activities and how to introduce hiking routes to others.

screenshots from AllTrails

Nowadays, there are also many apps targeted at English language teaching (ELT) on phones, such as Busuu, which I used in class a few weeks ago. As an English teacher, we can provide students with some learning apps similar to Busuu, or encourage them to set their phone language to English during their daily use, and even converse with Siri in English. Teachers can design assignments that are accessible and manageable on mobile devices. This could include quizzes, polls, interactive exercises, or multimedia presentations that students can complete and submit using their phones. By incorporating mobile devices into teaching methodologies, it not only boosts student participation, accessibility, and adaptability in learning but also fosters personalized and self-guided learning encounters.

Unleash Your Creativity: Crafting Your Interactive Blended Learning Adventure!

In this week's ICT class, I learned some information about blended learning. Blended Learning is an educational approach that combines traditional face-to-face classroom teaching with online learning elements. It aims to fully utilize digital technology and internet resources to provide students with a richer and more flexible learning experience. 

Our group task was to use tools to design interactive materials based on the topic "one day in London" to enhance students' online learning experience. Our basic lesson plan was to provide students with design ideas for a day trip to London using the materials provided by the teacher, and then offer different travel themes such as culinary tour, nature tour, and film-themed tour, allowing students to design their travel plans based on different themes. 

Firstly, we used the tool simpleshow. Simpleshow is an online video creation tool that helps users easily create concise and clear explanatory animated videos. For the animation content, you can choose AI writing or write it yourself, and you can even upload a PowerPoint presentation. It can extract text from the PowerPoint for content organization. 

screenshot from simpleshow

 We chose to use AI for text creation. The first step is to choose the format of content presentation, such as term definition or Q&A format. Then, according to the prompts, you input the topic/content or keywords you want to present, select the video voice, target audience, video length, etc. The AI will then generate the text, which you can modify. After that, click the visualize button, and the video will be generated. For the images or icons generated in the video, we can also upload our own and adjust and modify them. In this way, a simple and interesting video is generated, which guides students through the task in a more visual and attention-grabbing manner, and stimulates their learning motivation. 

screenshot from simpleshow

Here is the link to the small video we made using simpleshow: https://videos.simpleshow.com/WVQ5X1aRuf

We also chose to use Genially to create a small interactive activity, which is to allow students to click on the travel plan theme they want to design, and then jump to the Padlet page to share content. This also helps to collect students' task results. Of course, Genially's functionality is much more powerful than what we used. For example, Genially offers a wealth of multimedia resources and design elements, such as images, animations, videos, audios, charts, etc., allowing users to easily create visually appealing content. In terms of interactivity, users can create interactive elements such as buttons, links, embedded content, etc., making the content more attractive and interactive. Of course, some advanced features may require a paid subscription to unlock, but the basic features can also meet our daily teaching needs. 

screenshot from Genially

Click to view our interactive page: https://view.genial.ly/65d8b022015ce10014588375/interactive-content-a-day-trip-in-london

I also find a short video about how to use Genially, cause I really love the platform and  am amazed by how it works for us, especially for designing blended learning material. I strongly recommend you to give it a try!

AI in English Teaching: Friend or Foe?

This week, we are honored to have invited Nicky Hockly to give a talk on Digital Literacies & AI. I must admit that this topic is quite new to me, but I am very interested, especially after Nicky's presentation, which has provided me with a deeper understanding and provoked some thoughts on this subject. I will share several points that I find particularly intriguing and engage in discussions with you.

These days, AI is quite common in our daily lives. As students or teachers, using ChatGPT to search for answers or materials can make teaching much easier. But as Nicky mentioned, AI literacy includes addressing 'the big questions' like bias. One example is classroom activities related to the 'Draw a Scientist' experiment. This classroom activity aims to guide students in exploring gender stereotypes associated with the image of scientists and reflecting on the role of artificial intelligence tools in perpetuating these stereotypes. The teacher begins by using AI to generate images of scientists, then asks students to draw their own images of scientists and compare them. Next, the AI-generated images are shown, and a discussion on gender representation and an explanation of the "Draw a Scientist" experiment follow. Students then create lists of typical job roles associated with "male," "female," and "gender-neutral" categories. Subsequently, they use various AI tools to generate multiple images for comparison and discuss biases present in AI image tools. Through these activities, students gain a deeper understanding of the impact of gender stereotypes on the field of science and develop a more nuanced awareness of the role of AI in perpetuating these stereotypes.

a screenshot from Nicky's presentation

This activity not only aims to enhance students' scientific literacy through the utilization of artificial intelligence tools, enabling them to utilize modern technology for problem-solving and gain insight into AI's application in science, but also cultivates critical thinking by encouraging students to assess the sources and credibility of information when comparing and discussing images generated by different AI tools. Furthermore, the activity prompts students to explore technological ethics by discussing potential biases and stereotypes in AI image tools, fostering awareness of the societal and individual impacts of technological advancements. Additionally, it fosters creativity as students utilize AI tools to generate images, allowing them to explore various design and expression methods.

Regarding the use of AI, Nicky also mentioned deepfakes. Deepfakes are realistic fake videos, audio, or images created using AI. They blur the line between reality and fiction by employing deep learning algorithms and vast datasets to manipulate content. This can result in individuals appearing in scenes they've never been in or saying things they've never said. Unfortunately, deepfakes can be abused for creating fake news, scams, and political interference, raising concerns about information credibility and privacy. However, if teachers incorporate deepfakes into the classroom, using characters and scenarios that students find interesting, and engaging in English language teaching through dialogue, it would be an innovative teaching approach that could even spark students' interest in learning.

Of course, AI may also raise other big questions such as copyright, but it is undeniable that AI can also bring us a lot of convenience and fun. After Nicky's introduction, we explored several new tools now accessible that utilize AI for English Language Teaching. I chose the tool "Diffit" for exploration and research, and found that this AI generative tool is really helpful for teachers' lesson preparation. Diffit is an AI-based generative tool designed to assist teachers and students in quickly generating teaching and learning materials. The platform can generate relevant teaching materials, exercises, and classroom activities based on the input provided by users. Its main advantages are time-saving and efficiency improvement, enabling teachers to prepare course content more quickly, while also providing students with more learning resources. 

I prompted "using the difference between Christmas and Spring festival to teach present perfect tense" and selected the English proficiency level of the students I teach. In a very short time, the platform helped me design a lot of classroom-related content. For example, it generated a relevant reading material, summarized the reading material, and provided key words that need to be taught, as well as corresponding long/short questions and open-ended questions for teachers' reference. 

a screenshot from Diffit

What surprised me the most is that it can even help teachers design classroom activities in a short time. It has many templates for classroom activities, as shown in the figure below. Teachers can choose different templates according to their teaching objectives, and after clicking, corresponding teaching activities will be formed based on the content you entered earlier. Of course, these generated teaching materials need to be modified by teachers, but as I mentioned earlier, it can help teachers save a lot of time, and these templates are diverse and interesting.

a screenshot from Diffit

Everything has two sides, just like AI. It requires us to reflect and think about how to utilize AI to become an effective assistant in our teaching. I believe AI can make teaching more effective and engaging. However, as Nicky mentioned at the beginning, the issues AI brings and how to use it, or whether to use it in our daily lives, will continue to be a topic of discussion. 

 

If you are also interested in this topic, I hope you can share your thoughts.

Using Stormboard as a collaboration tool in language learning

This week, we explored another significant aspect of how technology can aid language learning: facilitating collaborative opportunities for students. Collaboration, in many respects, is closely intertwined with both task-based learning and autonomy.

I chose Stormboard to use as a collaboration tool. Members of our group each took on different roles, including encourager, first drafter, editor and spell checker, and fact checker. Then, we conducted an online collaborative task on the platform. As an encourager, I had the following feelings during the use:

When multiple people are completing a task online at the same time, the layout of Stormboard clearly divides the task into different sections. For example, someone can be responsible for writing the opening paragraph and collecting materials, so they can directly edit in the first section. Editing can be done in the form of sticky notes or using a whiteboard. Sticky notes are easier to form mind maps, but other group members cannot edit them; whereas the content in the whiteboard can be edited by all group members. As shown below.

a screenshot from Stormboard

The second point that impressed me was that the platform comes with a chat function. When there is a new development, it can be synchronized in the chat box for real-time information sharing. Although there is no direct communication through voice, the chat box can also be used as a message board function to communicate thoughts and doubts with colleagues, and replies can be processed when colleagues log in next time. The advantage of this is that you don't have to stay online all the time for voice communication, as everyone's working time may be different.

Every time you re-enter the task project, you can check the activity feed to see what modifications other colleagues have made to the task during the time you were away, so that you can continue your work.

a screenshot from Stormboard

Overall, I think this kind of group collaboration mode can increase learning efficiency, and because it is online, it increases communication among group members. This is a very important point for language learning.

When considering whether to use Stormboard as a collaboration tool with my students, several factors come into play.

Stormboard provides a diverse array of functionalities applicable to a variety of collaborative tasks, such as brainstorming, creating mind maps, and organizing projects. This adaptability permits the creation of dynamic and interactive learning experiences with ease. It enables live collaboration, enabling students to actively engage in group discussions, exchange feedback, and collaboratively develop content concurrently. This encourages participation and interaction among peers, thereby enhancing comprehension and fostering deeper learning.

While Stormboard offers user-friendly features, students may require some initial guidance and training to effectively navigate and utilize the platform's functionalities. The mos important thing is that it's essential to align the use of Stormboard with specific learning objectives and instructional strategies. Considering how the platform complements course content and promotes desired learning outcomes is essential for maximizing its educational value.

Before I use stormboard with my students, I would offer sufficient training and assistance to ensure students are proficient in utilizing the platform effectively. Furthermore, I would meticulously devise educational activities that correspond with pedagogical objectives and encourage active participation and interaction. Through thorough planning and execution, Stormboard has the capacity to enrich collaborative learning encounters and facilitate student achievement.

here is the link of our group project: https://stormboard.com/invite/1919314/clip9473

leave your comments on what you think : )

Exploring Busuu: A Comprehensive Language Learning Platform

In this week's ICT class, we delved into the concept of student autonomy, which made me realize the crucial role teachers play in fostering students' independent learning, particularly through CALL/ICT affordances for autonomy.

 

I chose to conduct an in-depth study on the tool called Busuu. This is a website that learners can access autonomously. Upon registration, users can study various languages on the platform and select the level of the language they wish to learn. This feature can save a lot of time for those with a certain level of proficiency in the language. I chose to explore the platform's functionalities at the B2 level of English and discovered that it offers different courses for various language proficiency levels. Additionally, after starting a course, users can freely switch between language levels and explore other courses for that language, including English pronunciation, travel English, business English, academic English, and learning materials from The Economist.

screenshot from Busuu App

In different courses, tailored to different language levels, the platform divides the curriculum into different chapters, with each chapter covering various topics. To unlock the next topic, you must complete the learning tasks for the current one, and passing a test is required to proceed to the next chapter. Throughout the learning process, I noticed that each lesson is relatively short, lasting about 10 minutes, and the language materials used are authentic, drawn from everyday life. Furthermore, key grammar points are incorporated into the lessons, as shown in the screenshot below.

screenshot from Busuu App

Busuu offers interactive lessons that cover all language skills, including reading, writing, listening, and speaking. Its multimedia approach engages learners through diverse activities such as quizzes, dialogues, and vocabulary exercises. With a user-friendly mobile app, Busuu allows learners to study anytime, anywhere. Whether on a commute, during lunch breaks, or while waiting in line, users can access lessons offline and synchronize their progress across devices.

 

Busuu also fosters a sense of community by connecting learners with native speakers worldwide. Its social features enable users to interact with others through language exchange, peer feedback, and collaborative exercises, facilitating authentic language practice.

screenshot from Busuu App (community)

Constraints

While Busuu provides free access to basic lessons and community features, premium subscriptions unlock advanced features such as grammar exercises, vocabulary training, and personalized study plans. Some learners may find the cost of premium membership prohibitive. As with any online platform, Busuu's effectiveness relies on consistent internet connectivity and access to compatible devices. Learners in areas with limited internet infrastructure or technological resources may face challenges in fully utilizing the platform.

Conclusion

Busuu offers a promising platform for language learners, combining interactive lessons, personalized learning, and community engagement. The learning leaderboard could perhaps serve as a mechanism for mutual encouragement among peers, maximizing the autonomy of learning.

Try Triptico

In this week's ICT in TESOL class, we explored various language learning tools that teachers can utilize to enhance student motivation and facilitate better interaction in the classroom. The primary approach involves transforming language tasks into different forms of games or presenting simple classroom interactions, such as grouping, in a more visual and engaging manner. This aims to spark students' interest and increase classroom focus by incorporating a more interactive and enjoyable element into language learning activities.

I primarily explored the website Triptico. Triptico is a collection of tools designed for teachers to enhance classroom engagement. These tools include quizzes, selectors for choosing students or items, timers for managing class activities, and additional features like group selectors and word magnets. There are 17 diverse activities available, utilizing the data provided by the teacher. This data can be a single-column list (e.g., class names) or pairs (word pairs, pictures and words, questions and answers, etc.). A wide range of activities can be generated from a single set of data.

screenshot from Triptico

Basically, you can think of each Triptico activity as a set of cards. You input the words or phrases you want to teach, and then the platform can automatically generate various interactive formats, such as bingo, spinner, ten in a row, word magnets, hidden card, and where's the answer. Teachers can choose different interactive formats for game-based teaching. Not only can Triptico be used for vocabulary teaching, but it can also facilitate visual operations for attendance-taking and grouping in the classroom. I have inserted a simple instructional video below so that everyone can have a visual understanding of how to operate it.

After entering the content you want to showcase or teach on the cards and saving it, you will see the following interface. Next, you can click on the format that you like or that suits your teaching content. Triptico will then automatically generate engaging activities based on your content.

screenshot from Triptico

Here is a link to the activity I created. You can click to try it out: https://www.tripticoplus.com/media/resources/match.html?save=87710

Why is Triptico relevant to language learning? 

This platform supports the creation of various activities such as vocabulary games, spelling challenges, and grammar exercises, all of which are crucial components of language learning. Furthermore, it allows teachers to customize content based on the learners' needs, aligning with the principles of differentiated instruction. In the context of language learning or research, this interactive and personalized approach helps enhance learner engagement and motivation, thereby facilitating more effective learning.

How might you use it to foster language learning? Think about your target audience.

For language learners of different ages and proficiency levels, Triptico can be used to create activities tailored to various learning styles. For instance, interactive vocabulary games can be designed for younger learners, making the learning process more engaging and enjoyable.

What limitations can you see with the use of this technology?

Although Triptico provides rich functionality and flexibility, it also has some limitations. Firstly, it relies on technological devices and internet connectivity, which may restrict its use in resource-limited environments. Secondly, creating high-quality, customized activities targeting specific learning objectives may require more time and skills, posing a challenge for some teachers. Additionally, an excessive dependence on technology-driven learning might overlook the importance of interpersonal interaction and practical dialogue practice in language learning.

Exploring Blogs for the First Time

Recently, I started a new course on ICT in TESOL. In this course, we are required to use a blog to document our thoughts on the learning process. This marks my first venture into the world of blogging.

I took a close look at Zhenya Polosatova's blog, and her content and layout greatly inspired me. I will analyse her blog and share my own experiences. I hope to document this as the first entry in my blog and revisit it after using the blog for some time, perhaps discovering different perspectives.

click the picture to see Zhenya Polosatova's blog

Organisation and Layout

Firstly, the organisation and layout caught my attention because the entire blog layout is very clear, making it easy to understand the content and functionality of each section. Her blog's main menu has four pages, and the sidebar is filled with various gadgets like search bar, recent post and other useful blogs, making it convenient for readers to find desired content.  She also uses gadgets that classify posts based on their publication time, a useful feature for frequent readers to search for specific content. Perhaps, I will consider using time-based archives and labelling to help readers locate content more efficiently.

Content and Features

The content and features are quite good actually, because the blog primarily features teaching reflections and reflective practice activities, which are highly valuable for novice teachers. I particularly appreciate a unique feature called "It's in (Y)Our Hands," where all that's needed is a piece of paper and your own hand to create an outline. In this feature, the blogger shares a variety of engaging practice activities that I find quite interesting. The "About Me" page is also crucial; through this page, I can directly understand the blogger and her blog's content. For first-time visitors, this serves as an important introduction. Perhaps, I'll consider adding a similar page to my own blog.

Ease of use and Navigation

Although I think the layout of the blog is clear, there's a slight concern: for first-time visitors, while she categorizes her articles, if I click on one category, like "learning thoughts," it takes me to one post. If I want to continue reading other articles in that category, I'm not sure where to click, which might be a bit confusing. For the "Teacher Training Essentials" button on the main menu, there is something wrong with it, which we can't find anything on that page, so that would be a little problem.

Target Audience

The target audience is obviously teachers and educators interested in English teaching. Both novice teachers like me and experienced teachers can learn something valuable from the blog.

Summary

Zhenya Polosatova's blog is really good for me to learn how to set up my own blog, especially in terms of using catchy titles and nice pictures to attract readers and make the whole page look clear.

Finally, if you also want to set up a blog, here is a really good video from Russell Stannard showing how you can have your own blog and everything you need to know about posting a blog.