Exploring AI

An educational experiment at Tampereen klassillinen lukio explored AI in English language learning in high school.

By ANNUKKA SUONIO

During English study unit 5 in high school (Kestävä tulevaisuus ja tiede), I conducted an experiment inviting students learning English as a Foreign Language (EFL) to delve into the world of Artificial Intelligence (AI). Eschewing the traditional route of banning AI in classrooms, this initiative aimed to harness AI’s potential for the benefit of the students. The experiment was not just an exploration of technology; it was a journey into the possible future of foreign language education. By integrating discussion questions, AI usage guidelines, a dialogue exercise with AI, and a collaborative writing task, the students embarked on a fascinating learning adventure. As they navigated through each stage, their insightful feedback illuminated the strengths and weaknesses of AI in enhancing language education, providing an enlightening view into the practical applications of this emerging technology.

Before conducting the experiment, our school’s special needs teacher Ritva Haakana commented on all the learning tasks to ensure their suitability for various learning styles and challenges. Our school’s head teacher, Maria Kaakkolammi encouraged and condoned the experiment. The learning tasks in the experiment were also revised and improved with the help of Antti Hiitti from Tampereen normaalikoulu. My colleagues from Naantalin lukio, Petteri Hyvönen and Toini Aro, helped me to get started with ChatGPT and explore its possibilities and limitations.

Methodology

The experiment was structured into four main components during study unit 5:Discussion Questions: The questions encouraged students to delve into AI’s role in language learning, opening a world of discussion about the various applications of AI.AI Usage Guidelines: Students were given a set of rules to guide their use of AI in learning English, ensuring effective and safe utilization.Dialogue Exercise with AI: This was an interactive segment with AI where students engaged in dialogues with AI, receiving immediate corrections and feedback. The choice of an AI was up to the students but most students preferred to use ChatGPT.Prompt: I want you to act as an English teacher and an interviewer. I will be the other person and you will ask me questions about the topic. (N.B. insert your chosen topic here or if you leave the topic empty, ChatGPT will start a random topic. Try the topic science or technology, for example.) I want you to reply as the interviewer. Do not write the whole conversation at once. I want you to do the interview with me. Ask me a question at a time and wait for my reply. If I make any mistakes in my English, I want you to correct me and explain the reason for the correction. Give me clear explanations in easy to understand English. Encourage me as I want to learn to speak and write better English.Further prompts: Give me some more corrections and explanations for the corrections, please (if you didn’t get enough feedback with the first prompt). Also, the prompt Continue gives you more details. (This prompt can be used whenever you feel you need more information or feedback.)

Collaborative Writing Exercise

The objective of this exercise was to boost written expression and composition skills through AI assistance. Students worked in pairs, discussed the contents and negotiated about the language while writing together.

Students utilized AI for creating mind maps, analysing text models, and drafting essays with AI-provided suggestions. They chose one of the given topics in the material we use in class. The topics are one part of a workshop entitled Here comes the future. It was easy to both motivate and encourage the use of AI as it suited the workshop theme so well.

Students compared their original writing with the AIenhanced versions to gauge the improvements.

AI-assisted Writing

Prompts:Create a mind map about (N.B. insert your chosen topic here).Find the repetitive words in my text and underline them. Suggest synonyms to improve my text.Underline all possible grammar mistakes. Suggest ways to correct them.Suggest improved coherence and underline the words you added.Shorten the text so that it is 1,300 characters.

Feedback:Compare your original version and the final version produced with the help of the AI. What changed? What improved? What did you learn?Compare the mind map and the finished text. Which ideas did you include? Which ones did you exclude? Why?

Results and Student Feedback

Students recognized the potential of AI in making language learning more personalized, especially beneficial for those unable to attend traditional classes or hesitant to speak in group settings. They also discussed how AI could offer new, engaging ways to learn for students who find traditional methods less effective.

The feedback on the guidelines was largely positive, with students understanding the importance of a critical approach towards AI and its role as a tool rather than a teacher replacement.

Feedback highlighted AI’s limitations in giving understandable and effective feedback on the students’ language and its challenges in distinguishing fact from fiction. Some student enjoyed the exercise saying that they’d like to continue having dialogues with ChatGPT on various topics in the future, too.

Students expressed mixed feelings about AI’s understanding of contemporary issues, with one student noting that ChatGPT sometimes sounded out of touch with modern topics. Some students stated that ChatGPT sounded more like a Boomer when it offered ideas in the mind map part of the experiment. Not all types of AI were able to draft mind maps but provided lists of factors instead. The students saw the value of ChatGPT acting as an additional member or mentor of the group and made use of some of the ideas that it offered. They felt that the contents of their compositions were more versatile with the help of AI. The students also pointed out the challenges in obtaining balanced feedback from AI tools like Snapchat AI, which often provided overly positive responses.

This educational experiment offered a glimpse into the possibilities and limitations of AI in English language learning. By choosing to embrace rather than ban AI, the experiment provided valuable insights into how AI can be integrated into educational settings.

This educational experiment offered a glimpse into the possibilities and limitations of AI in English language learning. By choosing to embrace rather than ban AI, the experiment provided valuable insights into how AI can be integrated into educational settings. While AI shows great promise in personalizing and enhancing the learning experience, its limitations require a thoughtful and balanced approach, combining technology with traditional teaching methods and critical thinking skills. As AI continues to evolve, it is poised to become an increasingly integral part of language education, opening up exciting new avenues for student engagement and learning.

Kirjoittaja Annukka SuonioAnnukka Suonio opettaa englantia Tampereen klassillisessa lukiossa. Artikkeli liittyy hänen suorittamaansa ÄlyTeKo-opintojaksoon. Pidempi suomenkielinen artikkeli aiheesta julkaistaan Turun yliopiston sähköisessä julkaisussa.

MUISTA

Oppilaita ja opiskelijoita ei voi vaatia erikseen rekisteröitymään tekoälyn käyttäjäksi. Mikäli tekoäly ei sisälly normaaliin opetusverkkoon, oppijoille täytyy taata mahdollisuus suorittaa tehtävät vaihtoehtoisesti ilman sitä. Varmista oman koulutuksen järjestäjäsi käytännöt ja säännöt. Ennen kuin otat tekoälyn opetuskäyttöön, opiskele aihetta ensin itse. Lue lisää esimerkiksi tämän lehden sivuilta 19–21.

Starting a dialogue with AI.