ARTIFICIAL INTELLIGENCE USED AS A TOOL TO ENHANCE ENGLISH

PRONUNCIATION IN THE INSTITUTO PEDAGÓGICO NACIONAL

MATEO VARGAS PAYARES

THESIS DIRECTOR

PROFESSOR: OSCAR RICARDO AMORTEGUI

A thesis submitted as a requirement to obtain the degree of B.A. in Education Major in Spanish
and English

UNIVERSIDAD PEDAGÓGICA NACIONAL

FACULTY OF HUMANITIES

LANGUAGE DEPARTAMENT
BOGOTÁ, COLOMBIA

2023
 CHAPTER I: THE PROBLEM

Context

This research project is developed within the National Pedagogical Institute, an

institution with history dating back to its founding in 1927. Originally, its mission was to provide

education exclusively to female educators who graduated with the title of 'institutors.' Over the

course of 90 years, the institute has undergone a remarkable evolution. Currently, the mission of

the institution is to lead the educational processes of children, young people, and adults, taking

into consideration their diversity in terms of economic, social, cognitive, cultural, ethnic, sexual,

ethical, communicative, and emotional aspects in order to develop critical, autonomous, ethico-

political and diverse individuals with social values that contribute to the understanding and

transformation of reality and a peaceful community. The school now is located in the

northeastern corner of Bogotá, within the district of Usaquén, close to the neighborhood of Santa

Bárbara.

This area is characterized not only by its predominantly residential atmosphere but also

by the presence of various commercial and financial hubs such as Unicentro, other schools,

universities and more. Particularly, this part of the city is classified as a socio-economic stratum

5. Given the school's strategic location, next to the Carrera Novena and Calle 127.

Regarding the school's vision, the institution is defined as a space for innovation,

research, and teaching practice. This aligns with the goal of being one of the primary sites for

pre-service teachers affiliated with the National Pedagogical University. As for its mission, the

National Pedagogical Institute expects to be a leader in pedagogical processes in the education of

children, youth, and adults, addressing the challenges of a contempary society.

 Within the institutional code of conduct, values serve as the cornerstone for promoting a

harmonious community and delivering well-rounded education to students. These values are

intrinsically tied to the institution's motto, 'Let us work with love, responsibility, and integrity.'

Additionally, the code underscores the vital role of the community in the students' educational

journey.

Regarding the school's institutional projects, the institution is involved in cross-curricular

pedagogical projects, which include the following areas: sexuality, School Plan for Risk

Management, Prevention and Response to Emergencies, Environmental Project of the School,

and the Institutional Project for Reading, Writing, and Oral Skills.

The school follows a unified schedule, with the division being determined by the

students' grade levels. In this schedule, classes start at 7:00 a.m. For students in pre-school

through third grade, the school journey ends at 2:00 p.m., whereas students in fourth grade and

above conclude their academic activities at 3:00 p.m.

The school has an educational community, comprising more than 1,000 students from

diverse backgrounds and experiences. Their teaching staff is composed of dedicated

professionals committed to educational excellence. Additionally, a team of security guards

ensures the safety and well-being of all members of the school community. The school facilities

include stores providing food and resources for students, spacious teachers' lounges, state-of-the-

art laboratories that encourage exploration and learning, music rooms for art classes, sports

facilities such as football fields for physical activity, technological labs for the development of

digital skills, and a big coliseum for sports and cultural activities.

Participants
 The group that participated in this research project was composed by twenty-six students.

In order to understand the likes and needs of the students in the English class, a survey has been

applied in the classroom during the diagnosis stage (see appendix A). Most of the students were

between thirteen and fifteen years old.

Furthermore, according to the survey/questionnaire mentioned before, a teacher’s

interview, and some observations, the students enjoy learning English and enjoy the class as

well. The results of the survey demonstrated that most of the students are motivated to learn

English and many of them practices it at home, with music, videos, etc. Besides, They seemed to

enjoy arts, sports, and traveling in order to learn about new things.

Nevertheless, according to the previous interview applied for the teacher, (see appendix

B) it was possible to identify some other issues that interfered with the student’s progress. One of

these situations was the fact that some students do not work at home or practice autonomous

work, also that the use of English is just present in the school, hence, improvement most of the

time is not evident.

Finally, in regards to the perception that the students have about the class, most of them

answered that they like the class and even mentioned that … English class is their favorite one.

The classroom has been decorated in a good way for both English and Spanish classes, and the

students, aged between 13 and 15, participated in the survey to provide valuable information that

will allow the teacher to recognize and be aware of their preferences and requirements.

Statement of the problem

Based on the diagnosis stage in which interviews, a survey, and observations (see

appendices A, B, and C) were conducted, and some field notes were written, it was possible to
recognize the student’s difficulties related to the English class. In the case of this research, the

most noticeable problem was the confidence in speaking in a foreign language such as English,

through the observations in the classes, students expressed their thoughts about speaking in

English, and the most repeated problem was that they felt shy when they need to speak to others

because they do not have enough vocabulary or do not know how to pronounce specific words.

Since 2004, Colombia and the Ministry of education are implementing the National

Program of Bilingualism, expecting the improvement of the second language in Colombian

students, in its program one of the main achievements is “Be able to produce oral writings and

speeches and use English in conversations with other people.” (Ministerio de Educación

Nacional de Colombia 2023).

Nevertheless, despite the bilingual program´s expectations, English skills in Colombian

classrooms are not developing as expected, presenting a significant gap in ESL (English as a

Second Language) and EFL (English Foreign Language) proficiency levels. Different factors

contribute to this challenge, including diverse background knowledge among students, teaching

strategies, etc. To address this problem, it is essential to increase collaboration among educators

in order to enhance de English skills as speaking, pronunciation, and so on.

Rationale

First of all, there is a necessity to strengthen educational levels of English in Colombia

and also position it in the world, the learning of English supports different social areas such as

Free Trade Agreements, the globalization of cultural industries, and the development of the

knowledge society, the Government has a fundamental commitment to create the conditions to

develop communicative skills in a second language in Colombians (Ministerio de Educación

Nacional de Colombia 2023). Taking the above into account, it is important to develop the

different skills that English has that will help students to connect to different areas of knowledge

and job opportunities in the near future.

Although the curriculums and syllabus of … English classes have topics to strengthen

abilities such as reading, writing, listening, and speaking, there is also a sub-topic that most of

the time is not taken as important as the others. Busa (2010) mentions that "because non-native

use of speech pauses, volume, pitch, and intonation have important pragmatic effects on how the

speaker's message is received by the listener", thereby, the sub-topic mentioned before is the skill

of pronunciation, which is one of the most important abilities to develop in order to have a good

process in the acquisition of the language and its proficiency.

On the other hand, in these years is evident the increasing application of new

technologies in ESL and EFL classrooms around the world, which provides innovative strategies

for teaching and learning English, and … helps students to develop language skills in an efficient

way, increase their motivation, and enhance their learning experience (Cruse, 2006).

Accordingly, with the above, new technologies are improving day by day, becoming

smarter and more helpful for humanity. Those types of resources somehow are being criticized

because it is said that they “downgrade” the capabilities of human beings, however, if these tools

are used correctly, and with the proper guidance for their use, they can support the learning and

improvement of EFL and ESL students in the different English skills.

Concerning the participants of this research, the implementation of ICTs (Information

and communication technologies) for the improvement of English skills such as pronunciation,

reading, writing, and so on is a tool that might reinforce the EFL and ESL learning for teenager
students. The use of these new applications could be seen as a benefit for new generations in

order to understand all the opportunities that new technologies bring to the education area.

Research question

To what extent can the implementation of AI tools such as Elsa Speak contribute to the

enhancement of English pronunciation skills among seventh-grade students at Instituto

Pedagógico Nacional?

Research Objective

To assess the impact of implementing Artificial Intelligence (AI) tools to enhance

English pronunciation among seventh-grade students in the Instituto Pedagógico Nacional.

Research Specific Objectives

1. To determine the effectiveness of speech AI applications for … English Classes

2. To collect feedback from students about their perspectives and improvements by

using Artificial Intelligence to improve their English pronunciation skills.

3. To collect feedback from teachers about their perspectives and improvements by

teaching with Artificial Intelligence to improve student’s English pronunciation

skills.

Chapter II: Theoretical framework

 This chapter presents the literature review and the theoretical framework that supports

this action research and its methodology. First, the literature review mentions and describes 6

national and international previous research articles related to the subject of interest of this

research study. Then, the theoretical framework defines and characterizes three theoretical

constructs, which are ICTs in EFL/ESL classrooms, AI-powered language apps and software,

and teacher's strategies for English pronunciation.

Literature Review

Firstly, the Levels of ICT Integration into teaching of teachers of english, english

department, university of foreign language studies, the university of danang- facts and

recommendations was carried out by Nhu, P. T., & Mai Kha, H. N. (2021). This study

investigates the extent of ICT integration into the teaching practices of English teachers. The

research aims to address two research questions: the degree to which UFLS, UDN teachers

integrate or incorporate ICT in their classes, by teaching the language through new technologies

and what recommendations can enhance this integration. The study employs a case study

methodology, offering an empirical analysis of the phenomenon. Participants include all teachers

of UFLS, UDN, and the instruments consist of the researcher’s field notes and some interviews.

The results and findings revealed that teachers primarily utilized applications such as word

processing, Microsoft PowerPoint, searching tools, audio, and EslVideo.com in their classes.

While these tools contributed to improving English classes, challenges such as economic

deficiency, and the need for further ICT training for teachers emerged as significant factors

influencing the integration process. These problems also can be seen in the Colombian context,

in which the knowledge of new technologies from teachers is not enough to integrate these new
methodologies for English classes. Addressing these issues is crucial for fostering a more

effective integration of ICT in English as a Second Language teaching.

Secondly, in the study titled the Neurophysiological maturity and the use of ICT in

teaching English. Electronic Journal of Research in Educational Psychology by Romero López,

M., López Fernández, M., & Pichardo Martínez, M. C. (2019). The research objectives were

centered on investigating the impact of ICTs in English Language teaching. The study aimed to

determine whether students receiving instruction through ICT demonstrate better second

language learning acquisition Additionally, the research explored the relationship between

neuropsychological maturity, attention scores, and second language acquisition. The study

involved 70 students (35 boys and 35 girls) between 10 and 11 years old, in their fifth year of

primary education in Granada, Spain. The findings indicated that both use of ICTs in teaching

and the neuropsychological development of students significantly influenced their English

language learning. Attention scores were also linked to language acquisition, and students

learning through ICT presented higher motivation to acquire a second language. As a conclusion

of this study, it is possible to say that ICT-based methodology positively influences second

language learning, and also that these types of resources motivate students with advanced

neuropsychological development and higher attention scores find it easier to learn English.

Thirdly, the study titled “The Use of ICT in the Teaching and Learning of English as a

Foreign Language in Fourth Grade at Clemencia de Caycedo School – IED in Bogotá D.C.” by

Russi, K. L. & Mejía, M. L. (2019) aimed to enhance the teaching and learning of English

through the use of Information and Communication Technologies (ICT) for fourth-grade student

girls at the Clemencia Caycedo School. The main objective was to implement pedagogical

activities supported by ICT for English teaching in this grade. The study adopted a single-case
study approach, intervening in the English class taught by the teacher Gladys Amparo

Rodríguez, with thirty-five students aged 8 to 10. The instruments used included observations

with no participation, field notes, and a survey. The results revealed that the use of ICT

significantly contributed to improving the teaching of English, catching the interest of the

students, and promoting more autonomous learning. The successful implementation of ICT

activities in the classroom not only generated interest during classes but also allowed learning to

extend beyond the school environment, thus strengthening the English learning process. This is

relevant in the current study because this research presents how through ICT autonomous work

and other different areas could be upgraded by the ICT English education.

Continuing with the review, the study “Automatic Speech Recognition System to

Enhance the Use of Vocalization Strategy. International Association for Development of the

Information Society.” By Hirata, S., & Yamada, M. (2022) had the objective to develop an

English vocabulary learning support system utilizing dictation-type speech recognition

technology. The study aimed to evaluate whether this system could activate learners’

metacognition and encourage the use of vocalization strategies. The methods applied included

Speech Recognition and Metacognitive Support by Learning Analytics. The results emphasized

the necessity for an English vocabulary learning system that facilitates the acquisition of

vocalization strategies. Following the development of the system and its formative evaluation for

validity, the study wanted to determine whether the implemented technology could effectively

promote the acquisition of vocalization strategies and contribute to enhancing learners’

vocabulary.

Likewise, the research titled A Systematic Review of Research on the Use of Artificial

Intelligence in English Language Teaching and Learning (2015-2021): What Are the Current
Effects? Carried out by Sharadgah, T. A., & Sa’di, R. A. (2022) which its main objective was to

portray research progress in the field and gain a deeper understanding of challenges in both EFL

and ESL contexts. Employing a qualitative research method, the review involved five steps and

the reading of 200 articles, ultimately maintaining 64 for analysis. The findings revealed a

promising future for AI in ELT, presenting positive outcomes across various dimensions such as

optimizing language skills, feedback, assessment, recognition, attitude, and satisfaction.

Additionally, the study observed an increasing trend in the publication of articles on this topic.

The most used research method was mixed, higher education levels were frequently sampled,

students were the most common participants, and many studies focused on developing novel AI-

based systems. Various AI approaches, including machine learning, neural networks, support

vector machines, genetic algorithms, deep learning, decision trees, expert systems, natural

language processing, data mining, cloud computing, and edge computing, were identified in the

reviewed studies, highlighting the diverse applications of AI in the field of English language

education. This topic has been included in different debates about education and also

demonstrates that the implementation of these new technologies brings to the EFL/ESL

classrooms a large amount of opportunities to develop English skills.

Besides, the study named “Improving English Pronunciation Skills by Using English

Phonetic Alphabet Drills in EFL Students.” by Dandee, W., & Pornwiriyakit, P. (2022) … main

aim was to investigate the enhancement of English pronunciation skills in students majoring in

English for International Communication. The focus of the study was on developing

pronunciation proficiency by incorporating English phonetic alphabet drills to assist students in

accurately and effectively pronouncing English. Employing a mixed-methods approach, the

research involved 35 first-year students in the English for International Communication major.
The instruments utilized included English phonetic alphabet exercises, using both consonant and

vowel activities, implemented over 45 hours during English Pronunciation classes. The study

also incorporated observation and focus group interviews. The findings highlighted key factors

contributing to students' pronunciation errors, including differences in sound systems between

Thai and English, struggles in articulating voiced sounds, interference from the mother tongue,

and the inconsistency of English sounds and spelling. Understanding these factors is crucial for

planning effective strategies to address and improve English pronunciation skills in EFL

students.

In the study titled "Teaching Phonological Awareness to Avoid Interference in Young

Students," the research aimed to explore how teaching phonological awareness could assist

students in avoiding interference and enhance their language output. The research question

delved into identifying the specific activities within phonological awareness that could contribute

to improving student output while minimizing interference. The project involved thirty-five

students aged between 13 and 16, all in 8th grade, and employed a qualitative action research

approach. The instruments used included direct observation, audio recordings, and document

analysis.

The findings of the study were generally satisfactory. Through the implementation of

three stages—rhyme, blending and segmenting, isolating and categorizing—within the syllabus

design and class preparation, the research observed significant improvements in students'

pronunciation, intonation, and overall participation. While students reported no learning

difficulties or abilities, interference from their mother tongue was noted when attempting to

communicate in the foreign language, impeding the communication process. However, after

engaging in various exercises and activities, students exhibited noteworthy changes in their oral
production skills. They demonstrated the ability to recognize and produce rhymes, isolate sounds

at the beginning or end of words, differentiate sounds, separate and count syllables in words or

sentences, and write words based on auditory or visual cues. These findings underscore the

positive impact of teaching phonological awareness on language output and interference

avoidance in young students.

Theoretical framework

ICTS in EFL/ESL Classrooms

In addition to the above, recognizing how the world is changing day by day is crucial to

understanding where pedagogical methodologies are going at. Education is one of the most

important investments for the development of a society, the inversion in education plays a

significant role in long-term economic growth, with this investment, the quality of education

raises the quality of life (The Earth Institute, Columbia University, & Ericsson, 2016). However,

most of these advantages are not taken in all areas because of the unknowledge and the

difficulties of human beings to adapt to new things. Despite this, the Ministry of Education in

alliance with the Ministry of ICT in Colombia has been introducing new technologies to

Colombian education, considering that one of its main targets is “One of its functions is to

increase and facilitate the access of all habitants of the national territory to Information and

Communication Technologies and their benefits.” (MINTIC Colombia - Acerca Del MinTIC,

2021).

Taking into account the above, it is relevant to appreciate the TICs as an accelerator

mechanism in every aspect of life, in this case, for education, it brings a large list of

opportunities that goes from: teacher training, monitoring, assessment of students and teachers’

performance and so on. Mentioning this, the role of ICT in EFL/ESL classrooms plays a
significant role in the access and progress of students, who with the correct application and

guidance, will have diverse opportunities to keep improving in education terms.

Due to this introduction of ICTs to the education area, it is possible to mention

how this arrival works as a transforming education agent, ICT-based innovation brings new

possibilities to different places around the world, such as the Massive Open Online Courses

(MOOCs) which works as a possibility to give education to every corner that has internet around

the world (The Earth Institute, Columbia University, & Ericsson, 2016). In Colombia, this is

implemented in universities and entities as SENA shifting educational delivery to the hands of

every person. ICT brings the possibility to have effectiveness to each of those who decides to

implement it.

To talk about ICT, it is relevant to mention one relevant term introduced by (Venkatesh,

Morris, Davis & Davis, 2003; Derntl, 2011; Khayati & Zouaoui, 2013 etc.), wich is Performance

Expectancy (PE), this term is defined as the individual's belief in thein the system and its

usefulness to improve jobs performance. Rooted in Venkatesh et al.'s framework (2003), PE is a

crucial construct associated with addressing the importance of Technology Acceptance Model

(TAM) and also involve the motivation of students or whoever that apply this ICT tools.

Another term is Effort Expectancy (EE) which pertains to the ease associated with using

the system. As defined by Venkatesh et al. (2003), EE aligns with constructs like identified ease

of use in TAM, complexity in the Model of Personal Computer Utilization (PCU), and ease of

use in innovative tools. Notably, EE plays a significant role during the initial stages of ICT use,

influencing users' perceptions of the system's usability and utility. However, as users obtain

competence with extended usage, EE becomes non-significant in this process. This highlights the
evolving nature of user experience, emphasizing that initial perceptions of effort play an

important role in shaping acceptance during early interactions with ICT.

On the other hand, the social environment is very important, within the context of ICT

acceptance, individuals are likely to obey the expectations of others when a system incorporates

mechanisms for rewarding desired behavior and punishing non-compliance. Social Influence

directly influences behavioral intention, with issues including gender, age, grades, etc. Notably,

social influence has a significant role in the development of ICT in education. (Venkatesh, V.,

Morris, M. G., & Davis, F. D. 2003)

The theoretical framework presented illustrates the interconnections of Performance

Expectancy, Effort Expectancy, and Social Influence in shaping individuals' intention to use ICT.

These constructs established theories such as TAM, and Motivational Model, Moreover, the

framework emphasizes the controlling role of gender, age, and experience, illustrating how these

factors influence the strength of the relationships within the ICT model. Understanding these

theoretical terms provides a comprehensive establishment for examining the complexities of

individuals' acceptance and adoption of ICT.

Finally, the implementation of ICT in EFL and ESL classrooms share its support to many

types of diverse tech tools and its new methodology. To conclude, the constructs and the

relationships between them benefited the achievement of the research objectives by supporting

the idea of implementing ICT in education from different perspectives and by providing an

optimal environment for English learning.

AI Powered Language Software Apps/Software

 In addition to the above, Elon Musk once said, "It's hard to say exactly what that moment

is, but there will come a point where no job is needed". Taking into account this, … is

understandable the fear of some teachers of the implementing of ICT and Artificial Intelligence

(AI) in EFL/ESL classrooms. However, it is relevant to understand the term an how it could be

applied in order to improve different English skills.

Artificial Intelligence (AI) incorporates the application of software algorithms and

techniques that enable computers and machines to simulate human perception and decision-

making processes. This allows them to successfully do different kinds of tasks, from simple

activities like automated phone calls and texts for transaction alerts to more complex functions

such as advanced functions such as creating writings, such as essays, scripts, and so on. The term

AI, as used in this paper, refers to the ability of machines to process data and make decisions in a

way that imitates human cognitive processes. The applications of AI are diverse, impacting

various aspects of our daily lives.

The evolution of AI has progressed from rule-based "expert systems" to sophisticated

machine learning systems that learn from data and human behaviors to develop solutions to

problems that involve different areas such as science, humanities, and so on. Early AI systems

followed specific instructions about behavior in certain situations. However, recent

advancements allow more intelligent machines the capacity to analyze data, identify patterns and

anomalies, predict trends, automate tasks, and work as the cognitive foundation for autonomous

robotic systems. Murphy, R. F. (2019). Machine learning, as a method of AI, allows algorithms

to adapt and improve their performance based on experience and data, leading to more effective

cognitive tasks.
 Baker and Smith (2019) define AI as computers capable of performing cognitive tasks

associated with human minds, such as learning and problem-solving. In the context of education,

AI tools are categorized into three groups: learner-facing, teacher-facing, and system-facing.

Learner-facing tools are used by students to learn a subject, while teacher-facing systems assist

educators by automating tasks such as assessment, feedback, and plagiarism detection, which are

important aspects of education. System-facing AI tools provide teachers with information at the

institutional level, such as monitoring failing patterns.

Adaptive Educational Systems (AES) represent a subset of AI tools designed to adapt

functional characteristics to each learner's needs. These systems build a model of each student's

goals, preferences, and knowledge, using this model throughout interactions to adapt content,

sequence of activities, and navigation support. AES operates differently for each learner,

considering information accumulated in individual or group learner models. (Brusilovsky &

Peylo, 2003, p. 156) This personalized approach enhances the learning experience by adapting to

the specific needs and characteristics of each student, reflecting the potential of AI to

revolutionize education through individualized and adaptive learning ways.

On the whole, while Elon Musk's vision of a future without jobs raises concerns about the

integration of ICT and AI in language classrooms, it's crucial to recognize AI's potential in

enhancing English skills. From routine tasks to creative activities, AI's evolution from rule-based

systems to adaptive learning has transformed various domains. Baker and Smith's definition

emphasizes AI's relevance in education, with tools supplying to learners, teachers, and

institutional needs. Adaptive Educational Systems within AI promise personalized learning

experiences. Educators should understand and apply all the AI's benefits while addressing ethical

considerations for innovative and effective learning environments.

Teacher’s Strategies for English Pronunciation
This title addresses different issues that have been in debate about English

pronunciation teaching. It is important to mention that this consideration for pronunciation is not

a topic that has been in the curricula since ever, in the last fifty years, English pronunciation

teaching has taken a place in international education. Nowadays, the Communicative Language

Teaching (CLT) approach is one of the most relevant and usefulness techniques to learn and

teach English, (Richards & Rodgers 2001). The teaching process is something that might be

always in debate, and in a critical thinking manner, the teachers must be aware of what methods

work or not for the development of English skills for Colombian students. The importance of

pronunciation in English classes must be addressed in a detailed way, understanding its relevance

and importance in language-improving skills, which will be fostered with the correct advisement.

The communicative approach has become an important topic in language teaching,

Noam Chomsky presented linguistic competence and advocated for prioritizing communicative

proficiency over other aspects of language structures (Ridhards & Rodgers 2001). This paradigm

emphasized the aspects of communication in language pedagogy, a blur from traditional

approaches. Communicative Language Teaching (CLT), rooted in this philosophy, highlights the

importance of using language for meaningful communication (Celce-Murcia et al. 2010)

However, the introduction of CLT and pronunciation teaching presents challenges. CLT's

focus on meaning and communication rather than language items, can lead to pronunciation

issues in communicative speech situations, where learners make different mistakes when they are

working with meta cognitivism or in multiple tasks simultaneously, such as finding the right

words, making grammatical choices, and understanding unfamiliar prosodic patterns (Lane
2010). Critics argue that despite rejecting traditional techniques incompatible with

communicative language teaching, some authors of CLT have not effectively established

communicative strategies for teaching pronunciation (Celce-Murcia 2010).

As communicative goals gained importance, the CLT framework rejected traditional

training, changing focus towards the different features of speech, recognized as playing a more

significant role in intelligibility than others. In the communicative approach, fluency and

intelligibility take more relevance over accuracy at the other approaches levels, marking a broad

approach (Celce-Murcia 2010). Moreover, the communicative approach side with learner

autonomy, forcing increased learner involvement through self-monitoring and recognizing

learners as individuals with distinct learning styles and processes (Morley 1991). This emphasis

on learner autonomy aligns with the broader push towards individualized approaches in language

pedagogy.

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The organization of ideas is mostly good. Try to be more specific with your ideas because sometimes you
are not very concrete.

Investigate the approach integrated skills or the communicative approach to use it in your teaching or
any other approach to guide the design of your lesson plans.

Think about the steps you need to follow to integrate AI tools into your teaching.

What kind of activities are you going to create in order to integrate AI tools into the classroom? Think of
a specific context or specific topics to apply in your research.

Check the corrections and comments made.

4.5