Presentation EAPRIL2025 AI and Teaching listening

• Engels
• WO
• Studiejaar 1

Using AI to facilitate lesson design and making English lessons more Task-Based.

• Willem Boom
• Teach EFL in Secondary (research context)
• BEd for EFL Teacher --> this research
• MSc in Applied Linguistics (Oxford)

Listening part 1

Why may this listening material not support students' understanding

00:13

What is added to the prompt to ensure quality AI output?

1. The prompt is concise
2. Insights from literature are added
3. Teaching context is added
4. The AI is told to think like a teacher

00:31

What other AI websites do you reckon have been considered as well?

3 files prompt

A: prompt

B: literature background

C: real-world listening

Prompt example:

(step 3c) - Create: Design a task for students conforming the definition of a task in the source file. Task examples are: Creating a mind map / email / poster / labelling (e.g. buildings on a map), selecting (e.g. choosing a film from three trailers), drawing (e.g. symbols on a weather map), form filling (e.g. a hotel registration form), completing a grid. Give 3-5 criteria for students when making the task. One to three of the criteria should be directly linked to the lesson goal.

Real-world listening:

Devices to enhance listening fragments

1)  Time-creating devices (pause fillers, such as eh, um, actually, etc.)
2)  Facilitation devices (chunks)
3)  Compensation devices (by creating redundancy)
      3a. Repetition
      3b. Reformulation and rephrasing

What would your next step be in this research after creating the prompt?

How would students have reacted? What would the observer have seen?

Results

Extra advantage: flexibility to align the video with grammar/vocab goals.

2KT Safari

2HV Hastings 1066

“AI can support teachers in creating more authentic, task-based lessons — if we remain critical, skilled, and reflective users.”

Constrains of using AI:

Proposal

Prompt