Modulo 3: Introducction

 This module opened the door to the use of generative AI in teaching English as a foreign language, lesson planning, material design, and the integration of AI tools into the teaching process. I was both curious and skeptical at the start of the course. I was aware of tools like ChatGPT and Gemini, but I wasn't sure how relevant or reliable they would be in an academic context, especially in terms of supporting focused curriculum goals and real student needs.

My initial motivation was to find out about these tools, mainly as a way of reducing planning time. However, as I progressed through the lessons, discussions, and activities, I realized there was so much more potential. Not only did the module address the technical expertise, such as how to generate content and compare LLMs, but also critical thinking, curriculum alignment, student-centered design, and the ethical use of AI.

This blog post traces my learning journey during the module, from the moment I first tried AI tools to creating my very first AI-assisted lesson plan. It also shares how these tools disrupted my understanding of teaching and how I see myself using them in my own practice in the future.

Module 3: Key Concepts: Development & Reflection

Several important ideas stood out as absolutely necessary for grasping the function of generative artificial intelligence in English language education throughout the courses. The use of Large Language Models (LLMs), including ChatGPT and Gemini among the most crucial ones. Knowing their strengths, weaknesses, and limits enabled me to appreciate how these tools might aid in lesson planning and execution rather than replace the role of the instructor.

Another important idea was how well the material produced by artificial intelligence fit in with the standards and objectives of the curriculum. AI can create a great range of content, but it's crucial to make sure these creations satisfy the particular learning goals set by governmental or local standards.

Additionally, I understood the importance of creating materials and lessons focused on the real needs of the students. When using artificial intelligence for support, it is critical not to lose focus on the educational context, proficiency levels and learning styles. AI can offer diverse ideas and resources, but it is the teacher's responsibility to adapt and improve them to have a real classroom impact.

Modulo 3: Conclusion and Key Learnings

 This module has been more than an introduction to artificial intelligence in teaching: it has been a reminder that the teaching profession is not static and that, as educators, we must adapt to it.

First, I employed generative AI with some caution. I didn't know if it would be useful or usable in the real world of lesson planning, where we need diverse learners, limited time, and particular goals. But as I tried various AI applications and conducted testing and experiments with its capabilities, my perception evolved. I learned to see AI, not as a shortcut, but as a support system: a tool to increase my teaching, add variety to my content and address specific learner needs more effectively.

One of the most valuable lessons for me was that teachers are still at the center. The AI may create content, propose activities or provide feedback, but it is the teacher who provides guidance, context and heart to the learning experience.

In the future, I can already able to see some of the situations in my classroom when this learning would be applicable. For example, I would like to develop tailored listening practice using AI, specifically for those students who have difficulty with that skill. I also believe it would be helpful to use AI to modify dialogues or short texts to different levels of proficiency, which would otherwise take hours to do by hand.

Finally, this module did more than offer me new tools—it offered me new questions, new possibilities, and fresh passion to teach creatively, intentionally, and with an open heart to innovation.