Leena Al Omran on LinkedIn: Grateful to have had the opportunity to moderate at The ELT Innovation… (2024)

Today I was delighted to deliver a virtual professional development workshop for The New York State Association for Language Teachers. The focus was on using ChatGPT to efficiently create a wide range of language teaching resources and activities. I gave a highly practical demonstration using my own prompts along with the Chrome extensions Voice Control for ChatGPT and Canned Replies to efficiently create a variety of language teaching materials with ChatGPT.First, I showed how to generate a detailed lesson plan for teaching the French perfect tense to 12-year-olds, including learning objectives, activities, and even support strategies for dyslexic students. Using my voice inputs made iterating the plan very quick.Next I demonstrated making benchmark reading texts in multiple languages with deliberate differences that students identify. I had ChatGPT create comprehension questions with an answer key.I then moved into having ChatGPT write a simple penpal-style letter prompt in Italian and German, showcasing how to iterate and control factors like length.Jumping into creating practice activities, I had ChatGPT generate a humorous reading text about Mickey Mouse's morning routine in French, then used the Google Docs extension CLOZEit to turn it into a gap-fill worksheet by replacing verbs with blanks. I showed integrating this with WordWall for an interactive online activity.For assessment, I modelled using ChatGPT to create a rubric for marking a written narrative about last weekend, complete with sample texts at different levels intentionally containing errors. I had it provide contextual feedback explaining each mistake.I advocated using AI outputs just as a starting point that teachers can then adapt. For student essay feedback, I demonstrated pasting a sample into ChatGPT and having it identify areas for improvement like verb tense consistency.For exam revision, I showcased having ChatGPT generate model answers across different tenses. I even role-played as a French café waiter using voice inputs to model speaking practice conversations.I integrated other AI tools as well, using Wheel of Names and ChatGPT's image generation to create engaging emoji-based vocabulary review games that students describe. For videos, I used TurboScribe to transcribe an example then had ChatGPT create comprehension questions based on the transcript.My key takeaway was that while imperfect, AI can drastically reduce teacher workload for creating quality materials across all language skills if used ethically and supplemented with pedagogical expertise. I encouraged everyone to just try one or two applications of ChatGPT to start, while seeking training to fully harness AI's potential for revolutionising our profession. I'd be delighted to deliver more sessions like this for other teachers' associations. Get in touch if you are interested.https://lnkd.in/eAADSg8v

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Watch the Presentations on Using Artificial Intelligence (AI) in ELT Summer Event hosted by TESOL CALL-IS https://lnkd.in/dKDZu2aQ Using Artificial Intelligence (AI) in English Language Teaching (ELT) is a topic of growing significance in the field of education. AI offers a wide range of possibilities to enhance the teaching and learning experience for both teachers and students. Here are some key points to consider:Personalized Learning: AI can analyze individual students' strengths and weaknesses and tailor learning materials accordingly. This personalization helps students progress at their own pace and in areas where they need the most improvement.Language Assessment: AI can provide instant and objective feedback on students' language skills, including pronunciation, grammar, and vocabulary usage. This immediate feedback can be invaluable in language acquisition.Chatbots and Virtual Assistants: AI-powered chatbots and virtual assistants can provide 24/7 language support. Students can engage in conversation practice or ask questions about grammar and vocabulary at any time.Language Translation: AI-driven translation tools can assist students in understanding texts written in English or other languages. This can be particularly helpful for learners who are not yet fluent in English.Content Generation: AI can generate customized language exercises, quizzes, and reading materials based on students' proficiency levels and interests. This keeps the content engaging and relevant.Teacher Support: AI can assist teachers in various ways, such as automating administrative tasks, providing data-driven insights into student performance, and suggesting teaching strategies based on individual student needs.Accessibility: AI can make language learning more accessible to individuals with disabilities. It can provide audio descriptions, captions, and other assistive features to cater to diverse learners.Language Research: AI can aid researchers in analyzing large volumes of language data for linguistic studies and language acquisition research.Ethical Considerations: While AI offers significant benefits, it also raises ethical questions related to data privacy, bias in algorithms, and the role of human teachers. These issues should be carefully addressed in the implementation of AI in ELT.Integration with Traditional Methods: AI should complement traditional teaching methods rather than replace them entirely. A blended approach, combining the strengths of AI and human instruction, is often the most effective way to use AI in ELT. Heather Austin Olenka Villavicencio C. Jane Chien Judy Wong Doris Molero, Ed.D Amany AlKhayat Asmaa Radwan

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I had the pleasure to present about Eduling Speak as an intersection between Mobile-Assisted Language Learning (MALL) and Task-based Language Teaching (TBLT) to a group of Iraqi administrators, professors, and students in preparation for their upcoming National English Language Teaching Conference. In the past decade, more an more people are turning to apps for language learning. With mobile devices widely used, MALL links the individualized learning experience on a personal device to the social experience of connecting with others through a global network. There's no doubt that language learning apps are getting better, but some gaps still exist: an overemphasis on vocabulary taught in isolation (instead of in longer discourse), limited feedback, and limited peer-peer interaction. The uniqueness the #edulingspeak app is that it is task-based and pedagogically driven. It has input-based, output-based, and interactive tasks. The fundamental principles that we try to address are rich, comprehensible, and engaging input, meaningful (and stretched) output, interaction, feedback, and timely scaffolds. Of course, all tools (data analytics and AI) are now on the table to solve those issues. The lesson from Duolingo is also that time on task and the amount of engagement in the app matter, so gamification helps. Talking about TBLT, it seems that the point of confusion still lies in the distinction between an exercise and a task. I talked in detail about this in a presentation presented with the U.S. Department of State here: https://lnkd.in/gwdqidGPHere's Ellis' presentation titled Addressing Problems in Task-based Language Teaching that I hosted: https://lnkd.in/gQP-eeMXHe also agreed to let me publish his slides here: https://lnkd.in/grJwapaNMy final comment in the presentation is: We have heard about many approaches to language teaching such as Project-based Learning, Content-based Instruction, Scenario-based Instruction, and TBLT. The key to really applying these approaches is that that projects, content, scenarios, and tasks have to be units to organize instruction. They have to be "the main course" not the dessert. This is to remind us to not slide back into a structural syllabus with a list of words and grammatical rules to teach and add a task or a project at the end of the unit. #mobileassistedlanguagelearning #edulingspeak #appbasedlearning #tblt

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Yesterday I attended an insightful webinar focused on a new British Council report - "Artificial Intelligence and English Language Teaching: Preparing for the Future" on the TeachingEnglish Facebook group.The presenter, Neenaz Ichaporia, shared highlights from this systematic review of how AI is being used globally in ELT today and the opportunities and challenges it presents.Some key takeaways:Asia leads AI research related to ELT, with 72% of studies and China accounting for 19% specifically. More studies have emerged in recent years as interest and available tools grow.AI tools are mostly targeted to aid speaking (providing practice conversations, reducing anxiety), writing (grammar checkers, machine translation), reading (gaming for vocab), pedagogy (personalized content, multi-modal feedback), and self-regulation (goal-setting, metacognition).However, challenges were less frequently reported than benefits. Issues found include technical problems, limited capabilities disappointing users, learner fears about data privacy, and reinforcement of standardized language ideologies that exclude certain groups.Over 75% of 1,300+ teachers surveyed feel they lack sufficient training on leveraging AI, though most believe it will augment rather than replace human teachers.Ethical frameworks, agreed-upon definitions, and more research into impacts on receptive skills, motivation, and longer-term learning gains without tools are needed.I found the webinar incredibly eye-opening. What about you? Have you incorporated any AI technologies in your languages classes so far? What opportunities or limitations have you observed? I'm very curious to hear perspectives from other teachers in the language teaching community.https://lnkd.in/e-JwAhnh

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Please help us get the word out!Journal of Second Language Acquisition and Teaching(formerly known as Arizona Working Papers in Second Language Acquisition and Teaching):Submission Deadline Extended to February 21st, 2024 Now!CALL FOR PAPERSVolume 30, 2023-2024 JSLAT invites scholars at any stage of their academic career to submit original full-length manuscripts to beconsidered for publication in Volume 30.Papers from a variety of disciplines, including interdisciplinary papers contributing to the scholarly discussion of teaching, learning and use of second, foreign, heritage languages and multilingualism are welcome.First language studies with relevance to the above scope will also be considered. Papers may be empirical studies, research in progress, or conceptual/theoretical studies.Possible topics include: language pedagogy and program administration(e.g., ESL/EFL and foreign language curriculumdevelopment, skills development, testing and evaluation, educational technology, current theoretical approaches to second/foreign language curriculum design, program design, language proficiencyassessment, study abroad, and program administration) language use(e.g., discourse analysis, sociolinguistics, multimodal communication, semiotics, linguisticanthropology, rhetoric, language policy/language planning, pragmatics, multilingualism, identity, language variation, and sociocultural factors)language analysis(e.g., grammar, contrastive linguistics/interlanguage studies, phonology,morphology, syntax, semantics, computational linguistics, and historical linguistics language processes(e.g., psycholinguistics, cognitive studies, language processing, foreign languagelearning and research, and interlanguage). Submissions are acceptedin English as well as other languages (e.g., Spanish, French, Italian, German, Russian, Arabic, Mandarin, Turkish,etc.) if an abstract can be provided in English.Submission Guidelines APA formatting (APA, 7thed.) Times New Roman 12-point font 4,500-8,000 words (including references and appendices) An abstract of 100-200 words and 4-6 keywords No headers or footers except for page numbers Endnotes rather than footnotes Remove your name(s) from the text and the file properties Submit your paper to the online platformhttps://lnkd.in/gKtrEHSM Timeline January 31, 2024: Submission deadline.Submission deadline extended to February 21, 2024!April 24, 2024: Authors notified of the status.June 19, 2024: Submission deadline for revisions for accepted manuscripts.September 18, 2024: Publication of Volume 30 (online only).Please send any queries directly tothe editorial team:Hongni Gou,Senior Editor,hongnigou@arizona.eduKate Shea,Junior Editor,kateshea@arizona.edu

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Learn a language1. Select a Language: The first step is choosing a language you wish to learn. You could select a language based on your interest, necessity, or a country you plan to visit in 2023.2. Establish Goals: Now that you've selected a language, you need to set up achievable goals. Since you aim to learn this by Christmas 2023, divide your time and make weekly or monthly targets for vocabulary, grammar, pronunciation, and conversations.3. Use Language Learning Apps or Platforms: Numerous resources allow you to learn a language online at your own pace, like Duolingo, Babbel, Memrise, or Rosetta Stone. Some have speech recognition features to improve pronunciation.4. Immersion: Try immersing yourself in the language as much as possible. Watch films or series, listen to music, and try reading books or news articles in the target language. This could be the best method for understanding context, slang, and everyday language.5. Find a Language Partner: Find a native speaker to interact with, or get a language partner who is also learning. This can be a great way to improve conversational skills. Apps like HelloTalk or Tandem can help.6. Take Online Lessons or Hire a Tutor: You could hire an online tutor who provides one-to-one classes to enhance your skills faster. Websites like Preply or italki have numerous tutors for different languages.7. Attend Language Meetups or Clubs: Try to find local language meetups or clubs, where you can interact and learn in a fun environment.8. Practice Daily: Consistency is key in language learning. Spend some time every day, whether it's 15 minutes or an hour, to practice the language. Even daily reviewing vocab or grammar can be beneficial.9. Memorize Common Phrases: Knowing common phrases and idioms can help you sound more natural. Try to learn and use them in conversations.10. Be Patient: Language learning takes time. Do not get discouraged if you make mistakes. Keep practicing and do not rush. Progress will be steady if you are consistent and patient.By following these steps, you should be able to gain a significant understanding and usage of your chosen language by Christmas 2023. Good luck!

What an incredible day yesterday was! Noemi Rodriguez-Grimshaw and I kicked off our two-part webinar series "AI Tools for Student Language Skills" with the first instalment. We had a brilliant turnout of engaged language teachers from across the world.For those who missed it, we covered a comprehensive range of cutting-edge generative AI tools that can revolutionise how we teach key language skills like listening, speaking, reading and writing. From text-to-speech for immersive listening activities to AI avatars for conversation practice, and AI writing assistants for creative composition tasks, we explored a wealth of powerful EdTech.The energy and enthusiasm from participants was palpable as we delved into practical ways to seamlessly integrate these AI tools into curriculum and lesson plans. The Q&A was particularly insightful, with educators sharing valuable perspectives on accessibility, differentiation and autonomous learning with AI.If you weren't able to join us live, not to worry! By registering for the full two-part series on Eventbrite, you'll receive the recording of yesterday's session along with access to the upcoming Part 2 on 18th May. We'll continue building on AI's transformative potential in language education, with a special focus on facilitating inclusive, student-centred learning through intelligent technologies.Don't miss this invaluable professional development opportunity! Secure your spot.. Education groups can also enquire about bundled pricing by contacting us directly.I'm absolutely buzzing after such an enriching first session. My sincere thanks to everyone who joined us, and I cannot wait for Part 2 as we continue exploring AI's boundless possibilities for language learning!https://lnkd.in/em8R4MiU

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🌟 Exciting News for Language Educators! 🎓Hello everyone! As we gear up for Session 3 of our impactful “Resource Creation with ChatGPT: A Game-Changer for Language Teachers” webinar series, I want to remind you of the fantastic resources already available and a special offer you shouldn’t miss!📅 Upcoming Session 3: ‘Creating Visual Language Resources with ChatGPT’🗓️ Date: 22nd January⏰ Times: 10:00, 19:00, and 21:30 GMTJoin us to explore innovative ways to integrate AI into language teaching:•Interactive Visual Maps•KML File Generation with Google Earth•Mind Mapping Techniques•Chrome Extensions for Language Teaching•Edpuzzle Integration with ChatGPTThis session is set to revolutionise your approach to language education, filled with practical AI applications!🔔 Don’t Forget!Recordings for Session 1: ‘Using ChatGPT for Efficient Language Resource Creation’ and Session 2: ‘Advanced Techniques for Language Resource Creation with ChatGPT’ are available for purchase. Catch up on these insightful sessions to enhance your teaching methods!🎁 Special Offer: Buy 3, Get 1 FreeIf you haven’t already, there’s still time to sign up for our special offer. Buy the recordings of the first three sessions and get the fourth one absolutely free! It’s a fantastic opportunity to gain comprehensive insights into AI in language education.👉 Don’t miss out on enriching your teaching experience. Reserve your spot for Session 3 now and ensure access to a wealth of knowledge with our special series offer.🔗 https://lnkd.in/eKwtThwTCan’t wait to see you at Session 3 and hear your thoughts on how these innovative tools and strategies are shaping your teaching journey!

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Today I delivered a webinar for around 40 Heads of Languages at United Learning in the UK on 'Adapting New Technologies to Empower Modern Language Teaching, Learning and Assessment'. I covered a range of practical AI tools and techniques that can save teachers time while enhancing students' language acquisition.I began by demonstrating Mizou, a free educational chatbot that allows students to practise speaking and listening through roleplaying conversations. Teachers can easily create chatbots for scenarios like ordering at a French café, tailoring the difficulty level and providing feedback.Next, I showed Voice Control for ChatGPT - a Chrome extension enabling voice input for ChatGPT's conversational abilities. Students can practise speaking by roleplaying with the AI in the target language. I also highlighted the Canned Replies extension for saving frequent ChatGPT prompts.Audio Pen is a handy transcription tool. Students can record themselves speaking, and it will transcribe and summarise their speech - useful for assessing speaking skills or taking meeting notes. I then covered Diffit, which can generate reading texts at different levels for differentiation, complete with comprehension questions and activities.For the writing and speaking skills, I demonstrated Padlet's 'I Can't Draw' feature to create images from text descriptions, and Blockade Labs for generating 360° landscape images - great for creative writing prompts or photo card practice. Finally, Quizizz AI integrates with YouTube to automatically produce multiple-choice quiz questions from video transcripts.Throughout, I emphasised the importance of checking AI outputs for accuracy, bias and hallucinations. I also mentioned my Facebook group 'Language Teaching with AI' now has over 3,700 members sharing resources and advice. My online CPD courses cover using AI like ChatGPT in depth for language teachers too.Overall, I aimed to show how embracing AI can save time while empowering more engaging, personalised language learning experiences. I'm happy to provide training for schools interested in effectively implementing these types of EdTech tools. https://lnkd.in/eQ8EnQ_q

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Krashen's Affective Filter Hypothesis is a theory that explains the relationship between emotional factors (affect) and language acquisition. According to Krashen, language acquisition occurs most effectively when learners are in a relaxed, low-anxiety state. The affective filter represents a mental barrier influenced by emotional variables such as stress, anxiety, motivation, and self-confidence. When this filter is high (due to negative emotions), language input is impeded, hindering the acquisition process. Conversely, when the affective filter is low (due to positive emotions), learners are more receptive to language input and can acquire language more effectively. In language classrooms, educators can apply Krashen's Affective Filter Hypothesis in several ways to facilitate effective language learning:1. Create a Supportive Environment: Foster a classroom environment that minimizes anxiety and stress. Encourage positive interactions among students and between students and teachers. This can be achieved through cooperative learning activities, supportive feedback, and a non-judgmental atmosphere.2. Provide Comprehensible Input: Deliver language instruction that is just slightly above the learners' current level of proficiency. Use contextual clues, visuals, gestures, and other aids to make the input more understandable and engaging.3. Promote Motivation and Self-Confidence: Motivate learners by making the language learning process meaningful and relevant to their interests and goals. Encourage learners to set achievable goals and celebrate their progress. Building self-confidence can lower the affective filter and enhance language acquisition.4. Address Anxiety and Stress: Be mindful of learners' emotional well-being. Offer strategies to manage anxiety and stress related to language learning. Encourage a growth mindset where mistakes are seen as opportunities for learning and improvement.5. Use Varied Teaching Techniques: Incorporate diverse teaching methods such as games, role-plays, storytelling, and multimedia resources to engage learners and make language learning enjoyable. By applying the principles of the Affective Filter Hypothesis in language classrooms, educators can create an optimal environment where learners feel comfortable, motivated, and receptive to language input, thereby enhancing their language acquisition process.

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