AI TOOLS FOR THE ENGLISH

LANGUAGE CLASSROOM
By Nik Peachey

© PeacheyPublications Ltd 2024

AI TOOLS FOR THE
ENGLISH LANGUAGE
CLASSROOM

By Nik Peachey

© PeacheyPublications 2024

i
DEDICATION

For my wife Maria and my daughters Molly and Isabella.

Thank you for helping me to stay curious.

ii
INTRODUCTION
AI TOOLS FOR THE
ENGLISH LANGUAGE
CLASSROOM
Firstly, thank you for downloading this book. I hope that you learn
a lot from it, get some inspiration for new ideas that you can use
with your students and that it helps you to cope with and benefit
from the huge range of AI powered and enhanced tools that are
becoming available to teachers around the world.

How to use the book

This book has been designed to be a practical resource that

should help you to get a better understanding of the kinds of
tools that are available and how to use them.

The book does this through a series of chapters focusing on tools

for teachers and students and a collection of background
reading.

All of the tools and reading texts added to this book have tasks to
accompany them that will help you orientate yourself to the
materials and think more deeply and actively about how they can
be used. These tasks were originally designed for the online
course version of the book, in which participants can share
opinions, reflections and materials with each other. I would
encourage you to do the same even if you aren’t part of the
course. Keep a journal and make notes as you work through the
book and try the tasks, find another colleague you can talk to
about the tasks and the example plans and seek out
opportunities to interact with and discuss what you are learning
with other teachers and with your students.

Also you could consider joining my Edtech and ELT community

on Telegram as I regularly share AI and edtech related tools and
posts there.

iii
To access the community you just need to download the Telegram mobile app
to your phone (There is also a very good desktop version which I use myself).
The Telegram app is free and safe and can give you access to an array of
online communities and information channels.

You can download the app from: https://telegram.org/

You can access my Edtech & ELT community at:

https://t.me/+7Uhd7-GavtE5ZGE0

And of course don’t forget to download your copy of The Digital Toolbox
(See page 18 for more information).

I hope you enjoy the book and your students enjoy the lessons.

Best

Nik Peachey

iv
 CONTENTS
Chapter 1. Getting Started with AI Tools 6

Chapter 2. Tools for Teachers 19

Chapter 3. Tools for Students 54

Chapter 4. Background Reading 91

About the Author 109

Copyright Information 110

v
1

GETTING STARTED
WITH AI TOOLS
Welcome to AI Tools for the English language
Classroom.

I'm Nik Peachey, and I designed this book and the

parallel course to help you use a range of AI tools
and understand some of the issues involved in
using artificial intelligence in the language
classroom.
 INTRODUCTION
GETTING For the main content of this book, I've selected a varied range of
STARTED WITH AI apps and tools that can be used by teachers and or by students

TOOLS to develop their English language skills and understanding.

The tools have been selected to show the range of what is
available and to help you understand how to use them in the
classroom. There are hands-on tasks throughout the book which
should encourage you to try things out, reflect and engage with
the tools.
There is also a background reading section to get you reading
and learning about some of the underlying theories and
implications of artificial intelligence and its impact on language
learning and education.
I hope you enjoy the book.

7
HOW THE BOOK WORKS
TASKS AND COMMENTS

Most of the lessons in this book include tasks. These tasks are designed to help you develop
your skills and understanding of the tools and how to use them. The tasks are for your own
benefit. If you do them, you will learn more from the book.

KEEPING A JOURNAL

I don't want to impose any method of note-taking or study on you, as I know that you are an
adult, a teacher and probably have your own ways of learning, reflection and making sure
that you retain your learning, but I do recommend that you keep a journal as you work
through the lessons and tasks.

GIBBS' REFLECTIVE CYCLE

When you try things out with your students be sure to take notes in your journal. If you don't
have a specific reflection structure, you could try Gibbs' Reflective Cycle.
Here's a description of the cycle from ChatGPT.
Gibbs' Reflective Cycle is a widely used framework for reflective practice, particularly in
healthcare and education. It consists of six stages that guide individuals through the process
of reflecting on an experience:
• Description: In this stage, you describe the situation or experience you want to reflect
upon. What happened? Where did it happen? Who was involved? Provide a detailed
account of the event.
• Feelings: In this stage, you explore your emotions and thoughts during the experience.
What were you feeling at the time? Were you frustrated, excited, anxious, or happy? Be
honest and open about your emotional reactions.
• Evaluation: Here, you analyze the positive and negative aspects of the experience. What
went well, and what didn't? What factors contributed to the outcome? Reflect on your
actions and decisions.
• Analysis: This stage involves a deeper exploration of the situation. Try to identify any
patterns, underlying factors, or connections between your actions and the outcomes.
Consider any theories or concepts that apply.

8
• Conclusion: In the conclusion stage, you draw general conclusions from your reflection. What did
you learn from this experience? How has it contributed to your knowledge or personal
development?
• Action Plan: Finally, you outline the steps you intend to take based on your reflection. What
changes will you make in similar situations in the future? How can you apply what you've learned to
improve your practice or decision-making?
By following these six stages, Gibbs' Reflective Cycle helps individuals systematically analyse their
experiences, understand their emotions, and identify areas for improvement or development.
There are a number of suitable tools you can use for this.
Some simple free ones are.
• Daybook: https://daybook.app/
• Evernote: https://evernote.com/
• Microsoft OneNote:
https://www.microsoft.com/en-gb/microsoft-365/onenote/digital-note-taking-app
• Day One: https://dayoneapp.com/

As I mentioned in the introduction, it will benefit you if you find other teachers you can discuss the
tools and share your reflections with. It really helps to get the opinions of other teachers and you
should also get your students opinions when you try something new with them.

TASK
• Choose a journaling tool and try to set aside a time when you will read through one of the chapters
of the book and write your entry.
• Choose a colleague who you respect and think would also be interested in your experiments with
AI tools. Ask them if you can talk to them about some of the tings you try from the book.
• Think about how you will structure your reflections. Will you use Gibb’s Reflective Cycle or is there
som other structure you would prefer?
• Read this article from the Reflective Practice Toolkit and choose a cycle that you think would work
well for you: https://libguides.cam.ac.uk/reflectivepracticetoolkit/models

9
WHY AI TOOLS
The breadth and variety of AI tools available has mushroomed since the release of ChatGPT in 2022.
The advances in AI technology have enabled a new generation of tools and have helped revitalise
the previous generation. Here are some of the reasons we should be looking at this new generation of
AI tools.

1. Time saving - AI applications are fast and can do things much more quickly than teachers and so
save teacher more time.
2. Individualised learning paths - AI tools can adapt to individual learner's pace, needs, interests
and abilities, providing customised tasks and content. This is particularly useful in a diverse
classroom where students may have differing levels of English proficiency.
3. Instant feedback - AI can provide instant feedback, allowing students to correct mistakes on the
spot and learn more efficiently. This not only benefits students but also relieves some of the
grading workload for teachers.
4. Enhanced listening and speaking practice - Advanced AI language tools can provide natural
language understanding and voice recognition capabilities, allowing learners to practice listening
and speaking skills outside the classroom. This additional practice can be crucial for students who
need to catch up or for those who are more motivated.
5. Interactive learning environment - Many AI tools involve more personalised and game-like
elements that can make learning more enjoyable and engaging. This can motivate students to
spend more time learning and practising English.
6. Data-driven insights - AI tools can collect and analyse data on student performance, helping
teachers to identify gaps in understanding, track progress, and tailor instruction accordingly.
7. 24/7 Learning opportunities - With AI, learning can take place anytime, anywhere, making it
possible for students to study and practice English outside of regular classroom hours.
8. Efficient resource management - AI can automate some administrative tasks such as grading
and attendance tracking, leaving more time for teachers to focus on instruction and student
interaction.
9. Global classroom experience - Some AI platforms enable students to interact with other English
learners around the world, providing exposure to a variety of accents and cultures.
10. Cultural understanding - AI tools can provide cultural information and contextual experiences to
develop a better understanding of language and how it's used. It can simulate real-life scenarios
where the language is used, which can make learning more authentic and relevant.
11. Diverse learning materials - AI can help create or source a diverse range of materials suitable
for different levels, learning needs, and interests.

10
12. Support for different learning needs - AI tools can deliver instruction through a variety of
mediums, including text, audio, video, and interactive exercises, catering to different learning
needs.
13. Access to resources - AI can provide access to a wide range of educational resources,
including dictionaries, translators, language learning apps, and online courses. This not only
enhances the learning experience but also promotes autonomous learning.
14. Breadth of information - AI can offer students access to a huge breadth of information about the
world in a concise and easy to access way.

TASK
• Which of these reasons is the most compelling for you?
• Can you add any more?
• Make a note of your reflections and share them with a colleague. Find out what they think.

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FREE VS PAID SERVICES
Most of the tools included in this book have a useable free option or free trial.
There are some exceptions where there is only a very limited free trial. In these cases, I've still
included the tool, because it offers a good example of what is possible in the field. There are
developments that you should be aware of, even if at this stage they aren't free. Remember, an
important part of the course is developing your awareness of what's becoming possible, and you
should, through the resources and information made available in this course, be able to structure
your own set of tools that fit your needs and the needs of your students.

Although it's easy to understand why everyone wants free tools, there are some pros and cons
around the issue of free tools.

The advantages of free:

• Neither you nor your students have to pay for the service.
• It's easy to recommend free tools for students, but recommending paid ones is a bit more
complex and involves a greater responsibility.
• Some students may not be able to afford even modest fees.

The advantages of paying for tools:

• You are more likely to get a good quality service.
• The tools are more likely to be reliable and stay around for longer.
• Giving financial support to companies who provide good products helps them evolve and
provide you with better products and services.
• They are less likely to be selling your information.
• They are less likely to be covering the site with annoying pop-ups and advertising.
• You will probably get a much better service with better features, and this may well save you
time and enhance your teaching.

Remember: Free/Freemium tools may well come with a hidden price tag.

12
GETTING PRO TOOLS FOR FREE
There are a number of ways you may be able to get access to the pro or upgraded version of a tool
for free.
These are some suggestions which may work, but may not.
• Look for an affiliate link - Sometimes you can get upgrades or extra credit for recommending the
service to other people. This is the case with Gamma, which offers an additional 40 credits to every
user who signs up from your link. So if you like a service that you are using, become an affiliate and
then share the link with your recommendation through your social media connections.
• Educational licence - Sometimes you can appeal to companies and tell them that you work in
education, and this may get you a discount or even free access.
• Offer research - Companies are always looking for ways to build credibility with potential
customers, so you could try offering to do some research with your students based around their
tool. You or they could then publish the research (this is particularly effective if you have a blog or
large social media following). This might get you pro access and even pro accounts for your
students. Be sure your school knows what you are doing, though.
• Be a tester or consultant - Many companies, especially those who want to break into the
education market, welcome feedback from teachers with educational experience who can try
things out with their students. You may be able to offer your services in exchange for a free account
and/or accounts for your students.

13
EVALUATING TOOLS FOR THE
CLASSROOM
As you'll see during this course, there are a great many apps and tools becoming available that we
can potentially put in front of our students, but before we do that, we need to make sure that they will
provide some value for them. This is a list of criteria that may help you with the decision.

1. Is it linguistically accurate? Is it able to recognise and respond to both spoken and written
language in a grammatically accurate and appropriate way? Can it handle the variations in
pronunciation, grammar, and vocabulary that are typical among learners of English as a second
language?
2. Can it support adaptive learning? Does it have the ability to adapt to the individual needs of the
student? This might involve adjusting the level of difficulty in response to a student's performance,
providing personalised feedback, or focusing on areas where the student needs improvement.
3. Is it culturally sensitive? Does it consider cultural variations and adapt its language and content
accordingly? It should also be designed to prevent and avoid cultural bias.
4. Is it engaging for students to use? Will your students find it engaging to use? This could be
achieved in a number of ways through the use of games, rewards, or social elements such as
competition or collaboration with other students.
5. Can it support autonomous learning? Can students access the application independently and
find additional activities that they can do without teacher support?
6. Does it offer learning that is relevant to real life situations? Does it simulate real-life scenarios
that learners might encounter? This helps learners practice and apply their language skills in a
practical, contextual manner, or see the relevance of their learning to their real lives.
7. Are students privacy and security protected? Does the app adhere to strong privacy and data
security norms to protect student information? Does the application have clear policies regarding
data collection, usage, and storage?
8. Is it easy to use? Does the application have a user-friendly interface? Are things easy to find?
Does the interface use icons/images/buttons to help with navigation?
9. How does it support inclusion? Are there any accessibility issues or support options for
neurodiverse students? Is there anything that may prevent them from being able to use it?
10.Is it scalable? Will the application support a large number of users without performance
degradation? This is particularly important If you intend to work with students in the classroom or
across multiple classes.

14
11.Is the content relevant? Does the tool provide any content? Is it relevant and suitable for the type
and level of your learners?
12.Are there any tracking or reporting features? Does the application provide any reports that
allow you to track and assess the progress of each student?
13.Does it have long term viability? Can you use it multiple times for different classes? Is it
regularly updated? Is it versatile enough to be used with different levels?
14.Does it align with your pedagogical beliefs and aims? Does it enhance the way you teach and
add additional dimensions to your teaching?
15.Is it cost-effective? Consider the features offered by the app and how they contribute to learning
outcomes compared to the cost of the application. If it's free, what's the business model, and how
is the app supported? Applications that have no means of financial support are far more likely to
disappear.
16.Is there any customer support or updates? The developer should offer timely technical support
and regular updates to the software to ensure that it remains effective and compatible with various
devices and operating systems.
The purpose of these criteria is to offer guidance, and you may want to vary these depending on your
own students, classroom and aims. Also, the reality is that we often need to make compromises, as
we aren't likely to find something that is perfect for our students. It's up to you how and where you
decide to compromise.

TASK 1
• Are there any criteria that you think I have missed in this list?
• Which ones do you feel you should never compromise on?
• Make a note of your reflections and share them with a colleague. Find out what they think.

15
DISCOVERING NEW TOOLS
The number of AI tools becoming available far outstrips the number we are able to focus on in this
course, and there will continue to be many new ones long after you finish the course. So in this part of
the course we will look at AI tool directories and how we can evaluate them.
Finding good tool directories that are regularly updated can be incredibly valuable. Having good
sources of information like this is a part of what has enabled me to build my reputation, following, and
authority, as well as find tools that can help me be more productive in my work.

So let's start by looking at some of the things you should look for when you are evaluating a directory.
Here are some questions you should ask:
• How easy is the interface to navigate?
• How user-friendly is the search?
• What categories are the tools divided into?
• Which of these categories could be relevant to education?
• What information can you get without clicking through to the site?
• Can you see from the interface whether the tools are free/commercial-how much?
• How easy is it to find the links to the tools?
• What potentially useful tools can you find?
• Can you register on the site and get updates?
• What benefits does registration include?
• Can users submit tools?
• What kind of vetting process exists for tools that are submitted?
• Can you save your favourite tools on the site?

TASK
• Read through the questions and decide whether there is something I've missed that's important to
you.
• Now explore the links to the directories below.
• Evaluate at least four of them in more detail using the questions to guide you.
• Make a note of your reflections and share them with a colleague. Find out what they think.

16
 TASK 2
• Explore your preferred directory and find a tool that you may be able to use with your students.
• Try it with your students.
• Make notes in your journal about how you use it.
• Share your notes and reflections with a colleague. Get their views and opinions.

AI TOOL DIRECTORIES

• https://www.aicyclopedia.com/
• https://aitoolsdirectory.com/
• https://www.futurepedia.io/
• https://opentools.ai/
• https://www.insidr.ai/ai-tools/
• https://opentools.ai/
• https://topai.tools/
• https://toolscout.ai/
• https://www.ilib.com/ai-websites
• https://www.toolspedia.io/
• https://nextgentools.me/
• https://easywithai.com/

17
THE DIGITAL TOOLBOX

Here's your reward for completing the 'Getting Started' section of the course.
As part of this course, we are offering you a free copy of our Digital Toolbox app. You should be able
to find all the tools that we mention in the course in the 'Toolbox' part of the app.
In the 'Read' part, you'll also be able to find plenty of background reading and articles about Edtech,
AI and English language teaching.

Download the instruction for how to install the app here:

https://peacheypublications.com/wp-content/uploads/2022/09/Digital-Toolbox-App-Instructions.pdf
The app can be installed on the home screen of your phone or on your computer desktop using
Google Chrome.

I hope you enjoy using it.

18
2

TOOLS FOR
TEACHERS
In this section of the book, I'll be introducing a
range of tools powered by artificial intelligence.
The tools in this section are ones that are
specifically for the use of teachers rather than
students. These tools will focus on supporting task
like, planning and designing lesson materials, as
well as a range of engaging tasks and activities.
 Gamma is a tool for very quickly creating beautifully designed
presentations that you can use in your online or physical
classroom. Gamma isn't just a design tool though, it also adds
1 CREATING the content to the slides for you, so all you need to do is choose
PRESENTATIONS the topic and the design template that you want for the

WITH GAMMA presentation.

Once the presentations have been created, you can easily edit
the slides and change the text and images. You can also embed
a wide range of media into the slides including videos from
YouTube, TikTok and a wide range of other sources as well as
different interactive elements like Google Forms and Miro boards.
This can transform the materials from passive presentation in to
an interactive lesson for students.
Gamma offers you a range of analytics for each of your
presentations so that you know how many people are viewing
your presentations, which slides they are viewing and which
slides they are spending most time on.

20
Tutorial
• Making Presentations with Gamma
Examples
These are two examples of presentations I created simply by typing in the title. The rest of the
presentation was created in about a minute.
• 10 Tips to Change your Mindset -
https://gamma.app/public/10-Tips-for-Changing-Your-Mindset-m6jpkhu8zwcsp1g
• 5 Day Plan to Reduce Anxiety -
https://gamma.app/public/A-5-Day-Plan-to-Reduce-Anxiety-vpgaa9k7ol30bol

How can I use it with students?

• You can use it to prepare presentation-based lessons for your students.
• You can use it to get your students to create presentations. This can act as a kind of
reading/research task, as they'll need to check that the presentations are factually correct and do
any necessary editing of content and images.
• You can use the presentations for speaking practice and get students presenting to the class or in
small groups.

Who is it useful for?

• Any teacher who wants to develop content that is specific to their students' needs and interests.
• Teachers who work in CLIL (Content and Language Integrated Learning) who need materials that
have a strong content focus.
• Business English teachers who want to create materials that are specific to their students' industry.
• Teachers who want to develop their students' speaking and digital literacy skills.

How do I find out more about it?

Gamma have quite a wide social media presence where they post video tutorials and examples of
how to use the platform.
• YouTube: https://www.youtube.com/@meetgamma
• TikTok:https://www.tiktok.com/@meetgamma
• LinkedIn: https://www.linkedin.com/company/gamma-app/
• Instagram: https://www.instagram.com/meetgamma/
• Twitter: https://twitter.com/meetgamma

21
Inspiration - Gamma has an inspiration section where you can see example presentations that have
been created by other users. You can also make copies of these if you want to repurpose them with
your own content. https://gamma.app/#inspiration
Tutorials - There is a help section that has a number of tutorials from the Gamma team that show you
how to use Gamma in more depth. https://help.gamma.app/en/

How much does it cost?

• When you sign up for Gamma, you get 400 free credits. Each AI generated presentation costs
around 40 credits to create. Using AI to edit the presentation costs an additional 10 credits.
• You can get more credits by using the referral link to invite other people to join Gamma. For each
person that signs up using your referral link, you get 200 credits - The person you refer also gets an
additional 200 credits.
• You can get unlimited credits by signing up for a pro account, which at the time of writing was $16
per month.
• Signing up for a pro account also gives you some additional features that enable you to share your
workspace with team members and remove Gamma branding.
• There doesn't seem to be a way to buy additional credit without becoming a pro subscriber.

What should I be aware of?

• Gamma is not intended for use by anyone below the age of 16.
• You can check out the Gamma privacy policy here: https://gamma.app/privacy. It seems
reasonable to me, but they do collect some information for marketing purposes (you can opt out,
and I've never received any marketing information from them).

TASK 1
• Choose one of the two example presentations posted above.
• Evaluate the presentation and make notes in your journal about:
• The quality of the design and layout
• The accuracy and relevance of the content
• The usability of the presentation
• Think about how you could/would need to change it to use it with one of your own classes.

22
 TASK 2
• Register and create a presentation that you could use with your own students on a topic of your
choice.
• Use the AI to auto-generate the content and then check and edit the slides to make sure they are
appropriate for your students
• Try to add a slide and embed a video into it.
• Try to add an interactive slide using one of the interactive elements.
• Make some notes in your journal about your reflections. Share the presentation with a colleague
and find out what they think of the presentation.

TASK 3
• Look at this example lesson and make a note of the skills students would be developing during the
lesson.
• Think about how you could adapt the lesson and use it with your own students.
• Make a note of your reflections in your journal.

EXAMPLE LESSON
Aim:
To develop students’ ability to create presentations and check facts.

Procedure
• Choose a topic (or get students to choose the topic) that you want your students to learn more
about.
• Put the students into groups to brainstorm what they already know about the topic.
• Ask them to make questions about what they don't know about the topic using the question
words who, what, when, where, how, how (much/many), why
• Ask the students to research their questions using the internet. (They could use the
https://www.phind.com/ AI powered search engine.)
• Once they have collected their research, ask them to register on Gamma and auto generate a
presentation based on the topic of their research.
• Ask them to evaluate the presentation and see how much of their research information is
included.

23
• Ask the students to edit the presentation to include the information they found.
• Get the students to use the presentation to present their information to the class or in small
groups

24
 Twee is a great tool for creating classroom materials. It looks like
Twee is an automated prompt creator that runs on an AI powered
platform such as ChatGPT
2 DEVELOPING You can create lots of different kinds of materials and exercises
TEACHING to go with them very quickly and with only minimal input, and
RESOURCES there's a great range of different types of tasks and exercises.
WITH TWEE You can also save your materials as projects, so you can come
back to them later and change them if you need to, or add to
them.
This gives you a better chance to try your materials out and
develop them or adapt them for different groups of students.

Tutorial
• Creating Materials with Twee

How can I use it with students?

• Once you have created the materials, you can either copy them
into documents or you can export them as PDFs that you can
hand out to your students.

25
Examples
Here are three sets of questions based on a video on Inclusion in the ELT classroom from the British
Council. To produce these, I used the three basic alternatives that are offered with the video task
creation template. Having these three options is useful because I can use them to create some
differentiated learning, as the different exercises types can be more or less demanding.
Inclusion:
• Example 1
• Example 2
• Example 3
This example is material that was completely auto-generated based on my theme of Climate
change. I asked for four different opinions first, so students would be able to read these and decide
which they agreed with. Then I decided to create a pre-discussion gap-filling activity. After that, I
created some facts about climate change which students could think about from the perspective of
a climate change denier. Lastly, I got the platform to produce some essay assignments for the
students to choose from. The only parts of the materials that had my input or editing were the
instruction rubrics, and I selected which words were extracted from the gap-filling activity.
Climate Change: Example

Who is it useful for?

• Teachers who like to get away from the course book and design their own materials.
• CLIL teacher who need to develop language learning content around their existing course
content.
• One to one teachers who want to personalise materials for their students.
• Teachers who need to create differentiated learning (there are lots of different exercises that can
be created with Twee, and it's easy to adjust the level)

How do I find out more about it?

Twee has a strong social media presence where they share video tutorials and tips.
• https://www.instagram.com/tweeHQ/
• https://www.youtube.com/@tweeHQ/shorts
• https://www.tiktok.com/@tweehq
There is a contact email for support, but they aren't very quick to answer.

How much does it cost?

26
At present, it's free, but I suspect that's likely to change. They are probably going to start charging,
but no indication of whether that will be a freemium offer with special benefits for paid users or
whether everyone will have to pay.

What should I be aware of?

• Privacy policy: https://twee.com/privacy-policy/
• It's not clear who owns the content you create. Obviously, you can use the content you create with
students, but there might be issues around trying to republish or resell it. You may also find down
the line that Twee own it and can start to resell it, though this seems unlikely.
• In terms of safety, there don't seem to be any obvious risks, especially as it's not a platform that
students are likely to be using.

TASK 1
• Choose a video from YouTube and create a task for your students. Use the three different types of
task and evaluate them to see how much editing they would need before you could put them in
front of your students.

TASK 2
• Pick a topic and generate a sequence of five + activities based on your topic that you could use
with your students.
• Write a short rationale of how you would use them.

TASK 3
• Check out some of their tutorial videos and try to create a variety of materials for your students.
• Make notes in your journal about your reflections. Share your notes and talk to a colleague about
what you have learned.

27
 Lumen5 is a really useful tool for creating video based around
text scripts. You can produce a video in just a few minutes by
pasting in a text. Lumen5 will divide the text into screens and
3 DEVELOPING add images and background music to the video. It will also
VIDEO CONTENT colour highlight key word.

WITH LUMEN5 You can also record a voice-over for the video if you think it is
necessary. Once the video has been generated, you can edit
and change the images, the design and text. You can upload
your own images if you want something specific to be included,
or you can select from a range of free images and video clips.
There are two options when creating a video. It can include the
complete text or can just be the main key points from each
paragraph. Once the video has been created, you can simply
download it or keep it on the Lumen5 site and share a link to it.
If you have a blog or website where you publish content, you can
add a feed and then Lumen5 will automatically generate a video
summary of the post each time you publish something. You can
add the video summary to the article or use it to promote the
blog posting.

28
Tutorial
• Creating Videos with Lumen5

How can I use Lumen5?

• This is a useful tool for creating online learning content for students.
• You can automatically create videos to use with blog posts to increase engagement.
• It's a nice way to create multimodal reading/viewing activities.
• You can also get students to register and create their own videos for school projects, peer to peer
teaching or revision work.

Who is it useful for?

• This is useful for teachers who want to create digital content and for students doing project work.
• It's also for teachers who write a blog and want to enhance it with some video content.

How do I find out more about it?

• There is a Lumen5 blog where you can find related articles and tutorials at:
https://lumen5.com/learn/
• You can find tutorials on their YouTube site: https://www.youtube.com/c/Lumen5
• They have a Twitter account where they share news and updates: https://twitter.com/lumenfive
• You can get background information on https://www.facebook.com/LumenFive/ and
https://www.instagram.com/lumenfive/
• You can find books and podcast episodes: https://lumen5.com/learn/resources/
• There's a very useful FAQ and support section: https://help.lumen5.com/en/

How much does it cost?

• You can use Lumen5 for unlimited videos for free. The quality is limited, though, and they carry the
Lumen5 branding.
• You'll need to get a subscription if you want higher quality, your own branding and to use the
icons. You can find priced here: https://lumen5.com/pricing/.

What should I be aware of?

• You are free to use the videos for commercial and non-commercial purposes. You do have to be
more careful if you are using other people's media within your videos though.

29
• Lumen5 has been around for a few years and has been consistently reliable, that doesn't mean
they'll be around forever though, so download and back up a copy of any videos you create.
• Lumen5 video creation should only be used by students over 16 years old.

Examples
Here are two examples of videos I created using Lumen5
• 10 Tips to stop students cheating with assessment:
https://lumen5.com/user/nikpeachey/10-tips-to-stop-stud-bajif/
• Recognising and managing emotions in ourselves:
https://lumen5.com/user/nikpeachey/recognising-and-mana-1ccje/.

TASK 1
• Watch one or both of the videos. Evaluate the impact of combining audio and visual with the text.
• How/did it make the text more memorable?
• How/did the images complement and add to the impact of the text?
• How do you think this combination will impact on engagement with your students?
• Make a note of your reflections in your journal. Share your reflections with a colleague.

TASK 2
• Create a video using a text from one of your lessons.
• Use the video with your students.
• Evaluate the impact on your students' engagement and attention.
• Make a note of your reflections in your journal. Share your reflections with a colleague.

30
 Audyo enables you to create convincing spoken audio from any
text you type. You just type your text, then select the voices you
want to say the text. You can select different voices for different
4 CREATING parts of the text, so it's very easy to create dialogues. You can
AUDIO WITH also tweak the pronunciation of individual words by adding

AUDYO phonetics, or even add hyperlinks to specific words in the text.

Once you've created your audio, you can download it to use it in
a project, or you can share a link to it by email or through social
media. You can also get an embed code for the audio player. If
you share a link, the page with the script is also included.
You can create audio using English, Spanish, French, German,
Italian, Brazilian Portuguese, Japanese, Korean and Chinese and
languages can be mixed within the same audio recording.
At present there is a choice of 12 voices in English, 6 in French, 4
in Spanish and 2 each in German, Italian, Japanese, Korean,
Portuguese, and Chinese.
Any content you create using the site is your property.
For paying subscribers, there are a number of AI-supported text
generation features to help you write your scripts.

31
Tutorial
• Audyo for Creating Dialogues

How can I use it?

• You can create listening activities that are directly linked to your students' interests.
• You can create model dictation texts for the students to listen to and copy.
• You can create audio for import into online/interactive activities.
• You can teach students how to use it so that they can create their own listening activities and
pronunciation models from any text they are reading.

Who is it useful for?

• Teachers who need to create custom materials for their students.
• Teachers who are helping students understand a specific geographical accent.
• Students who want to work autonomously on their listening and pronunciation.

How do I find out more about it?

• There isn't much additional information about the site. There is a FAQ at the bottom of this page:
https://www.audyo.ai/features

How much does it cost?

• On the free subscription, you can produce 15 minutes of audio each month. You can also get an
additional hour by recommending a friend to sign up.
• If that's not enough, and you are doing a big project, you can upgrade to 3 hours a month for $5.
• You can check up-to-date prices here: https://www.audyo.ai/upgrade

What should I be aware of?

• It doesn't work too well in Firefox, so you'll need to use it in Chrome.
• Any content you create using the site is your property.
• The audio have some audio branding at the beginning. This can be removed, but you'll need to
sign up for a Pro account (at present that's $30 a month)
• If you are using a free account and the site is busy, it may take longer for the audio to be created.

32
Examples
This is the example audio i created in the video: https://www.audyo.ai/p/UtAUkKNEejZiHOpv
This is an example dialogue I create for a module of my SEL course:
https://www.audyo.ai/p/VRkLqJsZGMVBrvpf

TASK 1
• Listen to the example dialogues.
• How realistic do you think the voices sound?
• How useable do you think this quality of audio is?
• Make some notes about the pros and cons in your journal.

TASK 2
• Either write or get ChatGPT or another AI chatbot to create a dialogue you can use with your
students.
• Copy and paste the script into Audyo and then assign voices to the speakers.
• Create the audio file and then create some tasks for students to do. (Again, you can use ChatGPT
or another AI chatbot to do this.)
• Develop the rest of the lesson and try it with your students.
• make a note of your reflections in your journal. Share what you have learned with a colleague and
get their opinions.

33
 Curipod is a very impressive tool for creating interactive
classroom materials. You can produce a lesson presentation in
minutes on any topic using their AI powered platform. Curipod

5 CURIPOD FOR will produce a sequence of slides, each with text and some form
of task on them. The slides can then be launched in the virtual or
CREATING physical classroom. Students can scan a QR code to complete
LESSON the tasks together and follow the presentation.
As students interact with the slide tasks, the results can be
shown on the presentation screen. All student interactions and
results are tracked into the LMS.
All slides, tasks, texts and images can be edited and
customised, or you can start your own lesson and do everything
manually.
The slide designs don't look as nice as the ones produced by
Gamma, but the look and feel can be improved with some
editing, and for the language classroom the interactive features
and tracking probably out weigh the design aspects.
You can also upload your own presentations and adapt them
using the Curipod platform. There is a large community of
teachers sharing their work on Curipod, so you may discover
some materials that are ready to use or just explore and get
ideas.
34
Tutorial
• Curipod for Creating lessons

How can I use it?

• This is a great tool for producing classroom materials that are specifically designed for your
students.
• It can be used in the online classroom too.
• It's especially suitable for connected classrooms where students have mobile phones or tablets.

Who is it useful for?

• This is great for teachers who need to produce materials that are specific for their students' needs.
• Great for remote or hybrid teachers as the presentation sits online, and the activities can be
accessed through mobile device and enable online and face to face students to interact.
• This would be a useful tool for teacher trainers who want to create interactive CPD sessions.

How do I find out more about it?

• There's a small icon on the bottom right of the screen. You can click this to get help and send
Curipod a message.
• There is a Curipod Slack channel that you can join at:
https://curipodteachers.slack.com/join/shared_invite/zt-1v4ai0shs-F~LB~zsUnmX3PtUo5lDsxg#/sh
ared-invite/email
• You can contact Curipod to send feedback at: https://curipod.com/feedback.

How much does it cost?

• At time of writing there is a very useable free subscription that is described as 'Free forvever'.
• A premium subscription gives you access to more templates and longer lessons with more
content.
• It looks like the real target is schools and districts.

What should I be aware of?

• Your students really need a digital device to be able to interact with the slides and get the most
from the lessons.
• You can't download the presentations to run offline unless you have a premium account. Then you
can download as PDF. I'm not sure how this works regarding the interactivity.

35
• All materials produced on the platform are public by default, but you can change them to private.
• Some of the materials in the community have been produced by people 'trying out' the platform,
so some aren't very good.
• You can become a Curipod certified teacher: https://curipod.com/ai-certification This is a free
ten-hour course that you can do to get certification

Examples
• This is a lesson that I asked the platform to produce on Growth Mindset:
https://curipod.com/9593f9e2-71d6-4865-ae00-a2f2549190a6/lessons/a95583a1-29fe-46be-8503-
d36691e897e8?showpreview=true
• This is a lesson based on the tile "Teaching English as a Second Language"
https://curipod.com/9593f9e2-71d6-4865-ae00-a2f2549190a6/lessons/eDcxlQwyLr1ehfr9ih1J?sho
wpreview=true
Note: Neither of these presentations has received any editing or input from me.

TASK 1
• Create a profile on Curipod.
• Look through the two lessons I have produced. You'll need to launch them in your browser and
then scan the QR code to follow as a student.
• Decide which you think is more effective.
• Share your reflections in your journal.

TASK 2
• Look through the 'Discover' section: https://curipod.com/discover
• Try to find one or two good lessons that you can use with your students.
• Share the links to the lessons you chose with a colleague and say why you like them.

TASK 3
• Design a lesson for your own students using the AI tool.
• Edit the lesson content to make it appropriate for your students.
• Try the lesson with your students.
• Make notes of your reflections in your journal. Share your reflections with a colleague and find out
what they think of your lesson.

36
 Tutor AI allows you to create your own online course to learn
anything you are interested in studying. Just type in the topic of
the course you would like to build, then TutorAI will start
6 CREATING constructing the modules. This will take a few minutes. Once the

ONLINE modules are constructed, you can select the one you want to
start studying, and you will see the various units within the
LEARNING WITH module.
TUTORAI You can work through each unit, reading the text, answering the
quiz questions, and you can also ask questions about any
aspect you didn't understand. This will generate a personalised
answer for you.
When you think you understand the lesson, click to mark it
complete and move on to the next ones. There is a 'Personalize'
button, which is a paid feature. The personalization service offers
you tracking of your learning and promises to adjust to your
learning style. It also enables you to set the level of the content,
so you could ask it to develop you a course at PhD level or
novice level rather than creating a generic course. The makers of
the app are also promising to add video and images in the near
future, and this would make it a much stronger offering.

37
Tutorial
• TutorAI for Creating Courses

How can I use it?

• This is a great way to develop your own teaching, teaching knowledge and general knowledge.
• Students who are keen autonomous learners could create their own courses on almost any subject
that interests them.

Who is it useful for?

• This would be great for CLIL students who want to develop their subject area knowledge in
English.
• This is a good tool for teachers who want to develop their understanding of various aspects of
teaching or learn more about specialist topics there students want to learn about.

How do I find out more about it?

• There is a little more information and some basic FAQs at: https://www.tutorai.me/subscribe

How much does it cost?

• You can create 3 courses for free.
• To personalise them or get more requires a subscription at $10 a month

What should I be aware of?

• It does sometimes produce garbled content. This is likely to improve in the future.
• There is a share icon that appears on the top right of the course page. This doesn't at present
enable you to share the course, it just enables you to share a link to the site.

TASK 1
• Think of a topic related to teaching that you would like to know more about.
• Get Tutor AI to produce a course for you.
• Work through some of the modules of the course and evaluate their accuracy, usability and
usefulness
• Make a note of your reflections. Share your course with a colleague and find out what they think of
it.

38
 NOLEJ is a tool for creating online interactive learning objects. It
does this by using AI to automatically generate a range of activity
types based around the content you choose to upload to it. This
7 CREATING can be video, text or a link to a web page. You can guide the tool
ONLINE as you work through the process, or just get it to automatically

LEARNING WITH generate a sequence of activities with a single click. I would

NOLEJ
advise guiding it through the process as this will help minimise
error, especially in things like video transcriptions, which it does
automatically for you.
The exercise types include making your video interactive by
adding buttons that link to key concept explanations, producing
a summary, adding a glossary, adding a range of quiz types from
MCQs, True/False to drag the words, and type in the words. It
can also produce flashcards about key concepts, and one nice
touch is that it can suggest additional higher order thinking skills
questions that can be used in the classroom for discussion or
analysis.

39
Once the sequence has been created, you can go back and edit or remove some parts of it, such
as the video transcription, if you don't need that. You can also adjust the number of quiz questions
and glossary items, etc.

Once you are happy with your learning sequence, you can download it and add it to an LMS, or you
can get a link or an embed code and add it to a course or webpage. Your students can work
through the activities either on desktop or a mobile device, and at the end they get a
progress/evaluation report. If you've exported this to your own LMS, then the results from each
student will be tracked for you to access.

Tutorial
• NOLEJ for Creating Interactive Online Content

How can I use it?

• This is a useful way to rapidly create e-learning materials for any online course.
• You can create blended learning and support classroom development, and it's great for producing
flipped learning.

Who is it useful for?

• This is great for teachers who want to develop their ability to produce interactive materials.
• Schools who want to develop their own online content and courses for their students.

How do I find out more about it?

• NoleJ has a YouTube channel where they are posting a range of video tutorials to help you use the
platform and develop different types of content: https://www.youtube.com/@nolejai
• You can find them on Twitter at: https://twitter.com/nolej_app
• They have a LinkedIn presence at: https://www.linkedin.com/company/nolejio/

How much does it cost?

• There is a 10-day free trial that allows you to create 5 different learning sequences.
• To get an educator's licence to produce more is $19.99 a month at the time of writing. This enables
you to create 10 sequences a month. You'll need to pay for additional packages:
https://nolej.io/pricing

40
What should I be aware of?
• The platform is built on the open source H5P platform, which is the one that I use to produce my
own content. H5P has a much wider range of interactive content types and can also use AI to
produce activities which are editable, but it is more expensive.
• If you cancel or stop subscribing to the service, you will still be able to use the content you have
created.
• You'll still be able to access your account and the content you have created after the free trial ends.

Examples
I created this activity based around a video I created using HeyGen. This was completely
auto-generated except for the video transcript, which I did correct. The sequence is far from perfect,
but it does give you some idea of what is possible without any human intervention, and correcting the
errors wouldn't take very long.
https://h5p-live.nolej.app/documents/6463935a-89f9-457a-b21c-61e33174457f/previews/ibook/index.
html

TASK 1
• Look at the example materials and make a list of things that you would change about the interactive
exercise types (don't worry about the video itself).
• Make notes in your journal about what you would change and why. Share your notes and the link
with a colleague and see if they agree with you.

TASK 2
• Create an account, choose some content and build a sequence of tasks around for your students.
• Try to edit the materials and make them suitable for your students.
• Write a short evaluation of the content you produced in your journal.
• Share your evaluation with a colleague and find out what they think of the materials.

41
 Magic School, as the name suggests, is a purpose built AI tool
for education. Magic school contains a collection of pre
programmed prompts that are easily customised so that you can
8 CREATING produce content for your own students and context. The tools are
LEARNING WITH really easy to use and you can inout your content to them using

MAGIC SCHOOL text or voice. If your not sure what to put in each field within the
tool you can just click on the ‘Exemplar’ button and the fields will
automatically be populated with examples.

There are a great range of tools and each does a specific job,
such as generate a rubric or a worksheet, respond to an email or
give feedback on student work. I counted around 80 different
tools at the time of writing and these are categorised by overall
purpose.
• Planning - This includes things like a lesson planner, syllabus
generator etc.
• Content - This includes things like YouTube transcriber, text
generator, multistep assignment creator etc.

42
• Questions - This includes things like comprehension question generators for text or YouTube
videos, Assignment creators and assessment tools.
• Intellectual Prep - This includes the sorts of generators that can help teachers develop their
understanding of teaching, such as standards unpackers, tools for helping with giving clear
instructions, and explanation generators.
• Students support - This includes things like SEL lesson generators and feedback and marking
tools.
• Communication - This includes tools for doing tasks like replying to emails, translating text, giving
feedback and writing reports.
• Community tools - This includes things like joke generators, teacher observation tools, team
builder and icebreaker generators.

As well as producing all these tools there is a ‘Launch to students’ section that enable you to create
classrooms and share the materials you have created with students. You can also include tools for
students to use when they do the tasks in your materials and this can all be tracked into the LMS.
In addition to this there is a Chatbot called Raina who you or your students can consult in the same
way you would ChatGPT or any other independent bot. The version of Raina that you share with
students is a more protected one that has ‘guardrails’ to protect students and gives a bit of control
over what they can ask.
All in all this makes for a very complete teaching platform that enables you to create some pretty
dynamic and engaging AI powered learning tasks.

Tutorial
• How to use MagicSchool AI's Tools- Rubric Generator
• Introduction to Magic School for Students

How can I use it?

• This is great for creating and managing learning and blended learning. It offers a very complete
solution for creating coursework, assignments, marking and administration.

Who is it useful for?

• This is particularly useful for delivering blended learning courses and for teachers working in a
connected classroom.
• Great for teachers working without a course book who need to design lessons and materials.

43
• The look and feel of the platform makes it more suitable for secondary and primary students rather
than tertiary and adults.

How do I find out more?

• You can do a course to get certification at different levels. The courses are free and self access.
- https://www.magicschool.ai/certification-courses
• Magic School is on most social media platforms but they have a really useful collection of tutorials
on YouTube at: https://www.youtube.com/@magicschoolai
• The Magic School Facebook group has quite a vibrant and supportive community of teachers
helping each other out at: https://www.facebook.com/groups/1024674231799785/
• There is a resource library with links to useful documents on Google Drive at:
https://www.magicschool.ai/resources-library

How much does it cost?

• There is a permanently free subscription
• When you first sign up for magic School they put you onto Magic School Plus temporarily so that
you have access to the premium features. Keep this in mind and be wary of getting hooked on the
premium features if you have no intention of buying.
• If you decide you want to keep your ‘Plus’ subscription the price is $99.66 a year, which seems
quite reasonable.
• You can find out more about pricing and what comes with each subscription here:
https://www.magicschool.ai/partner

What should I be aware of?

• It’s not clear how limited the free subscription will be when it comes to using the AI features
because it’s dependent on demand, so paying users get priority.
• Magic School seem to take privacy seriously, you can check out more about that here:
https://www.magicschool.ai/privacy

TASK 1
• Sign up for a free account.
• Examine the tools and select three that you think will be useful.
• Use them to try to produce some materials for your students.
• Make notes in your journal about how well they meet your expectations.

44
 TASK 2
• Click on ‘Launch to Students’.
• Select the “Language Learning Tutor’ tool.
• Launch the room and copy the students’ link to the room.
• Open the students link in a different browser or on a different device and experiment with the
Language Learning Tutor tool to see what it can do.
• Create a set of instructions and share the link with your students.
• Check the room tracking on the platform to see what your students did.
• Make notes of your reflections and share your learning with a colleague.

45
 Ideogram is a great tool for creating a variety of images and
graphics. You can create a wide range of image types and styles
and choose the image format depending on where you intend to
9 IDEOGRAM use the image.
FOR CREATING The images are produced by writing prompts.You write in the
IMAGES prompt telling Ideogram what you want to produce and then
choose styles and the format for the image. Unlike many AI
generated systems Ideogram seems to have some ability to
cope with text, so you can also produce images that include
words or slogans.
When you type in your prompt Ideogram will produce four
example images. You can then select the one that is closest to
what you want and refine or remix it.
Once you have an image that you like, you can download it. Any
image you create is made public by default which means that
others can see your image and also download it or remix it.
Likewise you can do the same with other users' images.
The app has a social aspect, so you can friend and follow people
and 'Like' their images. You have the right to use any images you
produce for commercial and non-commercial purposes.

46
Tutorial
• Creating images with Ideogram

How can I use it?

• You can use it to produce images for materials you design for the classroom.
• You can use it to create images for social media posts to promote your services or grow your
following.

Who is it useful for?

• This is really useful for teachers who want to create their own materials or activities for the
classroom.
• It's useful to anyone who wants to produce social media content for either marketing or
educational purposes.

How do I find out more about it?

• There is a help section with a quick start guide and other useful information including tips on
advanced prompting: https://docs.ideogram.ai/
• There is a Twitter account that has some nice examples: https://twitter.com/ideogram_ai
• You can check out the terms of use and privacy policy.

How much does it cost?

• The free version enables you to produce 100 images from 25 prompts each day. If the app is busy
though you may have to wait longer for your images to appear.

What should I be aware of?

• The app still struggles a bit with text and spelling things correctly, as well as hands and eyes.
• They do collect information about you, but they don't say what or what they do with it, but I haven't
received any spam from them.
• Some of the images produced have a mild 'adult' look about them.
• Once you have created an image, you can't delete it.
• All images you create are public by default and you need to upgrade to make them private.
• You can easily delete your account by going to the settings.

47
 TASK 1
• Create an account on Ideogram.
• Try to create some flashcards for teaching vocabulary or expressions.
• Be sure to play with a number of different styles.
• Try to add text to them.
• Save your images and share them with a colleague. Find out what they think of them.

TASK 2
• Try to create an image that you can use for a warmer discussion at the beginning of a lesson.
• How effective do you think the tool is?
• What are it's strengths and weaknesses?
• Make notes in your journal.

Note: If you have trouble adding text to your images you can use https://pablo.buffer.com/ and
upload the images there for free.

48
 Vizard is a tool that uses AI to help you repurpose long form
video content into bite sized learning that's suitable for a range of
social media channels or for online learning platforms. All you
10 DEVELOPING have to do is upload a video file and the platforms will transcribe
VIDEO CONTENT the audio into a script. Then you can select a part of the script

WITH VIZARD and Vizard will automatically separate that part of the video and
save it as an individual clip. You can also navigate to the part of
the video you want by clicking on the image thumbnails to the
left.
You can choose format and layout, so you can have the
presenter part of the video above or beside the presentation
part, and then add headline text and logo. Then you just export
your video and save it. You can also upload it directly to
YouTube.
If you don't already have video recordings of lessons or webinars
you've delivered, you can just use the platform to record
short video clips that are easy to edit and reuse across multiple
platforms.

49
Tutorial
• Creating short video content from webinars

How can I use it?

• If you teach online and record your lessons, you can create clips of key parts of the lesson for your
students to review.
• You can make a collection of online materials from your lessons. You can then use these to
promote your services.
• You can build the clips into blended and flipped learning materials.

Who is it useful for?

• This is really useful for teachers who want to create online courses or who want to use their lessons
or webinars for promotional purposes on social media.

How do I find out more about it?

• There is a helpful FAQ page where they cover most of the common problems users have:
https://vizard.ai/FAQ
• Vizard has a YouTube channel where they share tutorial videos at:
https://www.youtube.com/@vizard_ai
• You can also find them on Twitter at: https://twitter.com/vizard_ai
• And LinkedIn at: https://www.linkedin.com/company/vizard-video/
• You can contact them directly at: https://vizard.ai/contactUs

How much does it cost?

• At present, Vizard is free, but assume they will start charging in the future. They may still maintain a
free version.

What should I be aware of?

• As I said above, they are likely to start charging at some point, and there's no indication whether
that will be on a freemium basis that lets you continue to use a free account or whether all users
will need to pay. If you don't have any money to spend, be sure to get your projects completed
quickly.

50
 TASK 1
• Upload a webinar or lesson recording of your own and split it into a number of useful short video
that you can share with your students.
• Show the short clips to a colleague and find out how useful they think the clips will be.

TASK 2
• Use the recording feature to create your own short video lesson and experiment with saving it in
different formats to share on social media.
• Share the clips with your students and see if they find them useful
• Make notes about your reflections in your journal.

51
 There are an abundance of AI powered tools for creating
quizzes, assessment tests and comprehension activities for
students. These vary tremendously in style and quality, though.
TOOLS FOR
CREATING Here are some examples.
QUIZZES - Quiz tools
ASSIGNMENT
• https://www.conker.ai/
• https://hyperquiz.io/
• https://neeto.io/.
• https://www.questionwell.org/

ASSIGNMENT
• For this assignment, I'd like you to evaluate compare and
contrast the four different quiz tools. I've included a number of
focus questions to help you.
• Share your evaluation with a colleague and see what they think.

52
FOCUS QUESTIONS
1. How easy is it to use?
2. How accurate were the questions and answers?
3. Does the platform provide any way to check the accuracy of the questions and answers?
4. Can you use your own content?
5. Can the exercises be exported?
6. How versatile are the quizzes (can they be used in other platforms, etc)?
7. Are students' answers tracked? Can the teacher identify what answer each student gave?
8. What context(s) can the quizzes be used in? e.g. in the physical classroom, online classroom, in
asynchronous blended or online courses, etc.
9. Could students use the tool to create self or peer learning materials?
10. How can the quizzes be shared with students? How easy is this for teachers and students?
11. What community features are there?
12. Are there any ready to use materials?
13. What is the quality of any existing resources/examples?
14. Are the quizzes visually attractive?
15. How much human intervention is necessary to make the quizzes usable?
16. What business model is the platform based on? (i.e. free, freemium, commercial, etc)
17. How credible/trustworthy is the company?

53
3

TOOLS FOR
LEARNERS
In this section of the book, I'll be introducing a
range of tools powered by artificial intelligence.
The tools in this section are ones that can be used
by teachers and put into the hands of students.
This section will focus on tools that can be
integrated into lessons, used by students for
homework and independent learning, or controlled
by teachers from the front of the class.
 PrettyPolly is a freemium language learning tool that enable you
to practice and learn multiple languages. When you log in to
PrettyPolly you can choose from a range of chat scenarios that
1 PRETTYPOLLY include chatting with a teacher, or chatting with characters from
FOR films or from history. You can also create your own characters

DEVELOPING and scenarios if there's a particular topic or discussion you want

SPEAKING &
to practice, so for example, if you have an interview for college or
a particular job you can create that scenario and practice it.
LISTENING When you practice the conversation with the AI you hear it
speaking and you can get a translation of the text before you
speak your reply. You can also get helpful hints for how you reply
and practice those before you reply.

If you go to your profile you can see past conversations and

some feedback and a fluency rating for how well you did. You
can also see your progress over time.

55
Tutorial
• PrettyPolly - Introduction

How can I use it?

• Just give students and demonstration in the classroom, and then they can use it for independent
study.
• Set students a theme or topic to discuss for homework, and then in class they can share what they
learned about the topic.
• Ask students to use PrettyPolly to practice for a conversation or roleplay that you will do in class.

Who is it useful for?

• Great for students and for teachers who want to develop their students learner autonomy.

How do I find out more about it?

• There's a basic FAQ at the bottom of the homepage along with the email address of Chris, the
CEO and creator.
• There are also links to PrettyPolly social media at the bottom of the page and these include links to
more video tutorials.

How much does it cost?

• At present, you get 7 free conversations each month.

What should I be aware of?

• I can't see much to worry about with PrettyPolly. The only downside may be that it's a really small
company and they may soon get swallowed up.

TASK 1
• Have a conversation with PrettyPolly in a language you would like to learn and see what you can
find out.
• Make a note of your reflections in your journal.
• Share your reflections with a colleague and find out what they think of PrettyPolly.

56
 TASK 2
• Try to create a scenario of your own that would be suitable for your students to practice.
• Share the scenario with students and get them to try it.
• Get their opinions and find out what they thought of the activity.

TASK 3
• Look at the example lesson plan below.
• Think about how you would need to adapt it to use it with your students.
• If you have time, try the lesson with your students.
• Share your reflections in your journal and share your lesson with a colleague.

EXAMPLE LESSON
Aim:
• To develop students' abilities to learn autonomously.
• To consider the pros and cons of bots vs teachers.

Procedure:
• Show your students how PrettyPolly works and demonstrate a conversation.
• Give students a link and ask them to use it for homework to have a conversation with one of the AI
bots.
• In the next lesson, put students together to share what they learned about the bot.
• Ask students to share their impressions of how useful they think PrettPolly will be to them and to
discuss whether they think it can replace a teacher.
• Make a note in your journal of your students thoughts. Discuss them with a colleague.

57
 Write Tone is a tool for creating and adapting texts with a focus
on the appropriate use of tone and register. It's very simple to
use. You can just write your text, copy and paste it into the text
2 DEVELOPING field and then change the tone and style of the text. As you can
WRITING SKILLS see from the image below, there are a number of ways it can

WITH WRITE adapt your text, these include making it formal, informal,

TONE
academic, shorter, longer, simpler, casual, or just 'normal' (not
sure what 'normal' means!).
All this is done with the click of a button, and you can experiment
with the buttons and see the different versions of your text.
Write Tone can also generate the text for you if you give it a
description of the kind of text and content you want it to produce.
You can still produce the same variations of any auto-generated
text too.
When your text is finished, you can just click on copy, and you'll
be able to paste it into a document and save it.

58
Tutorial
• Writing with Write Tone

How can I use it?

• You can get students to write texts and then paste their text into Write tone to see how it changes
and 'improves' it.
• You can create different variations of the same text and get students to analyse the differences.
• You can ask higher level students to evaluate the text that Write Tone produces and see how it can
be improved. I've included a list of criteria below that can be used to evaluate good writing. These
can be used to get students to assess the Write Tone output. Applying these criteria can help
students to think more carefully about their own writing.

Who is it useful for?

• Students who want to improve their writing skills.
• Business English students who need to communicate using text.
• Academic English students who need to develop their awareness of academic tone.
• Teachers who want to produce personalised and unique materials for their students' needs.

How do I find out more about it?

• There are links to both the privacy policy https://writetone.com/Privacypolicy.html and the terms of
use https://writetone.com/Termsandcondition.html which are simple to read and transparent.
• There are icons on the site for social media, but at the time of writing these weren't connected.
• The contact address for the company is [email protected].

How much does it cost?

• At time of writing, Write Tone is free and doesn't require a login.

What should I be aware of?

• At present, no login is necessary, so your personal data is safe. Of course, anything you type into
the field or any text you create is likely to be fed back into their training model, so make sure you
don't type in confidential information.
• In the terms of use section, it mentions that the company is in the process of creating a plugin for
Chrome and for MS Word. It's likely that at some point the company will try to push users towards
installing or buying those products.

59
 TASK 1
• Use Write Tone to auto-generate a text for you using the 'Click here if you want me to write' button.
• Evaluate the text using the criteria below.
• Try changing the text using a different level of formality.
• Evaluate how effectively and appropriately Write Tone makes the changes.
• Make a note of your reflections.

TASK 2
• Rewrite the lesson plan below so that you can use it with your own students.
• Try the lesson plan and make notes in your journal about how your students react.
• Discuss the lesson with a colleague and find out what they think.

EXAMPLE PLAN
Aim:
• To develop students' understanding of the importance of tone in writing.

Procedure:
• Ask your students to write a {type of text}. Be sure to tell them the purpose of the text and who the
reader of the text will be.
• Once they have completed their text, ask the students to go to https://writetone.com/ and paste
their text into the field.
• Ask the students to use Write Tone to change the tone of their text (This could be making it more
formal, casual etc depending on the aim of your lesson).
• Ask the students to copy the new version of the text and put it into a document.
• Get the students to compare the new version of the text with their original one and identify the
changes.
• Ask the students to evaluate the changes and decide whether they make their text better.
• Ask the students to make notes about how their text was improved.

60
 10 CRITERIA FOR EVALUATING WRITING
Evaluating the quality of writing can be subjective, but there are several criteria you can consider to
make a more informed judgment. Whether you're assessing your own writing or someone else's,
these criteria can help you gauge the overall quality and effectiveness of the text:

1. Clarity: Is the writing clear and easy to understand? Good writing conveys its message without
ambiguity, using straightforward language and structure.
2. Purpose: Does the writing achieve its intended purpose? Evaluate whether the text effectively
informs, persuades, entertains, or educates its target audience.
3. Style: Consider the author's writing style. Is it appropriate for the context and audience? A
consistent and engaging style can enhance the quality of writing.
4. Organisation: Assess the organisation of the text. Is the information presented logically and
coherently? Look for clear introductions, transitions, and conclusions.
5. Tone: Evaluate the tone of the writing. Is it appropriate for the subject matter and audience? A
well-matched tone can improve the reader's experience.
6. Audience awareness: Assess whether the writer has considered the needs and expectations of
the intended audience. Effective writing takes into account the reader's perspective.
7. Conciseness: Evaluate whether the writing is concise and avoids unnecessary repetition or
wordiness. Concise writing tends to be more effective and easier to read.
8. Cohesion and flow: Consider how well the text flows from one point to another. Cohesive writing
connects ideas seamlessly and maintains a reader's interest.
9. Emotional impact: Determine whether the writing elicits an emotional response. Whether it's
through storytelling, vivid descriptions, or powerful arguments, writing that evokes emotions is
often considered high-quality.
10.Context and genre: Keep in mind the context and genre of the writing. Different types of writing
(e.g., academic, creative, technical) have different standards and expectations.

Note: These criteria were produced using ChatGPT.

61
 DebateAI is a debating partner that can engage in debates
about any topic using a range of personas as your opponent.
You can either select your own topic or you can click on
3 DEVELOPING 'Randomize' and you will get topic suggestions. Once you have
DEBATING SKILLS chosen your debate topic, you write the name of the person you

WITH DEBATE AI want to debate.

Next, you start by stating your opinion about the issue. Once you
have done this, you will get a contrary response, and you will
then need to rebut the response. You can continue this process
for as long as you like. If you can't think of a response, you can
let the AI respond for you and it will create a counterargument.

62
Tutorial
• Argue with Debate AI

How can I use it?

• Just choose a topic that students are interested in and give them access to the site.
• Alternatively, you could use it at the front of the class and get students to work on rebutting the
AI's arguments.
• This is great for helping students develop their debating skills. It can also help to develop their
critical thinking, as it pushes them to produce well-thought-out logical arguments and gives
examples of logical and well-structured arguments.

Who is it useful for?

• Great for intermediate to higher level students to develop both reading, writing and thinking skills.

How do I find out more about it?

• There is little or no information about the company that produces DebateAI on the site.
• There is a link to a Discord channel where you can contact the site creator.

How much does it cost?

• The tool is free, but there is a Pro version that allows you to save and return to your debates and
which also has a 'Genius level' debater. There is also a donation button.

What should I be aware of?

• I would be wary of making donations or upgrading as there is no information about the company
or who produces the tool. Using it for free is, however, very low risk.
• I'm not convinced that the person you choose to debate with has much influence over the kinds of
arguments the AI produces, but that doesn't really undermine its value.

63
Example
Debating pineapple on pizza with Donald Trump.

TASK 1
• Choose a debate topic and have a practice debate with the app.
• Evaluate the quality of the arguments the app uses.
• Try to pick out some useful expressions that your students could use in debates.

TASK 2
• Evaluate the example lesson below.
• How would it work with your students?
• What would you need to change to make it work with your students?
• Make notes in your journal. Share your notes with a colleague and find out what they think.

64
 EXAMPLE LESSON
Aim:
• To develop your students abilities to formulate and understand arguments.
Procedure:
• Choose a topic (or let students choose a topic) for a debate.
• Put your students into groups and ask them to brainstorm arguments both 'for' and 'against' the
topic.
• You could also get students to use the internet to research some facts to support their arguments.
• Have a vote and see if the majority of the class is for or against the proposal. (E.g. All guns should
be banned from public ownership)
• Choose the majority decision and ask students to decide what they think is the strongest argument
to support their view.
• Open the https://debateai.org/debate website and put in the debate topic and ask students who
they would like to argue against.
• Put in their initial argument and wait for the response.
• Get students to read the response and then work in small groups to choose a rebuttal.
• Get the students to share their rebuttals and choose the best one.
• Type in the rebuttal, wait for the response, and then continue repeating the previous steps and
adding in new arguments.
• Once the debate has gone on for long enough, stop it and ask the students to check their original
notes and see how many of the arguments 'against' they predicted. You could also ask them who
they think won the debate and whether any of their views have been changed by the debate.

Follow-up
• Analyse the language used by the AI and look for useful expressions to use when debating.
Homework
• Set the students a debate topic and ask them to debate the site at home.
• Ask them to make a copy of their argument to share in the next lesson.

65
 InterviewBy is a really useful tool that helps students to practice
for interviews. They can type or copy and paste the job
description into the interface and the tool will use AI to produce a
4 DEVELOP series of interview questions. The students can then record
INTERVIEW answers to the questions using their voice.

SKILLS WITH After they answer the questions, the AI tutor will give them some
INTERVIEWSBY feedback on their answers and also provide a model answer for
the question.

66
Tutorial
• Interviews with InterviewBy

How can I use it?

• Students can practice their interview skills autonomously.
• You can get students to practice predicting questions and answers for interviews based on job
descriptions.

Who is it useful for?

• Teachers of Business English who have students who work in human resources.
• Teachers of students who may need interview practice.
• Students who want to practice their speaking and interview skills.

How do I find out more about it?

• There isn't much information about the tool on the site, but there are links to the creators profiles
on LinkedIn.
• Jake Rosenthal https://www.linkedin.com/in/jake-rosenthal/
• Chloe Pappas https://www.linkedin.com/in/chloe-pappas/
• There is also some information on Product Hunt where you can read reviews and ask questions
about the product: https://www.producthunt.com/products/interviews-by-ai

How much does it cost?

• It seems to be free at present, but that may change in the future.

What should I be aware of?

• Each interview answer has to be under 1 minute long.
• It looks like a student product and as it's free it might not be around forever.
• It's possible the site may start charging in some way in the future.
• Things that don't have a business model to fund them tend to disappear.

67
 TASK 1
• Use ChatGPT to create a job description for your own job.
• Add the job description to https://interviewsby.ai/ and then do the job interview for your own job.
• Make notes in your journal about what you discovered and how well you think the interview went.

TASK 2
• Look at this example lesson.
• Think about how you could use it with your students.
• Think about what you would change and how you would adapt it.
• Make notes about your reflections in your journal. Share your notes with a colleagues and find out
what they think.

EXAMPLE LESSON
Procedure:
• Find or create some job descriptions of jobs that may interest your students. These don't have to be
ones they are likely to apply for tomorrow, they could be dream jobs they would like to have one
day. You can use a tool like ChatGPT or Open Assistant to generate the job descriptions.
• Get the students to read the job descriptions and think about the questions that someone might ask
in the interview for the job.
• Ask the students to share their questions, and then put them in groups to brainstorm possible
answers. They can just write short bullet points for what they would include in their answer.
• You could ask the students to role-play the interviews using the questions and their notes.

For homework
• Give the students a link to the site and ask them to add the job description, then they can answer
the questions.
• Ask the students to make notes of the questions and the feedback on their answers, and the model
questions.
• Tell your students they can try the interview more than once.

68
In the next class
• In the next class, get the students to discuss how well they did and how similar the questions were
to the ones they brainstormed.
• Ask the students to reflect on the process and discuss what they learned from it.

Here are some example job descriptions you could use. These were created using ChatGPT

Job Title: ESOL Teacher (English for Speakers of Other Languages) - Teenagers
Job Overview: We are seeking a passionate and dedicated ESOL Teacher to join our educational
institution and work specifically with teenagers. As an ESOL Teacher, you will play a vital role in
helping students develop their English language skills, focusing on teenagers who are non-native
English speakers. Your expertise will empower students to effectively communicate, comprehend,
read, and write in English, equipping them with the necessary language skills to succeed
academically and socially.

Job Description: CEO of EdTech Company

Position Overview: We are seeking an experienced and visionary leader to serve as the Chief
Executive Officer (CEO) of our rapidly growing EdTech company. As the CEO, you will be
responsible for driving the strategic direction, growth, and success of the organization. This is an
exciting opportunity to lead a dynamic team and make a significant impact in the field of education
technology.

Job Title: Fashion Marketing Company Intern

Company Overview: We are a dynamic and innovative fashion marketing company, dedicated to
promoting and elevating brands within the fashion industry. Our team is passionate about creating
impactful marketing campaigns that captivate audiences and drive brand growth. As an intern at
our company, you will have the opportunity to gain hands-on experience and contribute to exciting
projects that shape the future of fashion marketing.

Job Description: Journalist for Local News Blog

Position Summary: We are seeking a highly motivated and skilled journalist to join our team as a
Journalist for our local news blog. As a Journalist, you will play a crucial role in delivering timely,
accurate, and engaging news stories to our readers. You will be responsible for researching,
investigating, and reporting on a wide range of local news topics, events, and issues.

69
 Angry Email Translator is an interesting tool that transforms angry
emails into polite ones. It looks like a fun tool, but it actually
works very effectively and is a useful tool for saving time when
5 DEVELOP writing emails. You can be very simple and write direct
WRITING SKILLS messages, and the tool enhances what you need to say and

WITH ANGRY makes it more polite.

EMAIL
TRANSLATOR

70
Tutorial
• Angry Email Translator

How can I use it?

• You can create sets of email for students to compare and analyse, so they notice the features of
polite writing.
• You could also create a matching activity (matching the polite to the impolite/direct version).
• You could also give (adult) students access to the tool to create emails about specific topics.
• You can get students to try to copy the polite style and transform impolite/direct email into polite
ones and then compare with water the site creates.
• You could discuss with students the benefits of venting frustrations at work.
• You could discuss with students the need for good manners when communicating in text and the
difficulties of conveying 'tone' of voice when writing.
• You could give students a collection of 3 - 4 polite emails and ask them to identify commonly
occurring phrases that they could reuse in their own emails.
• You could show students the polite version of text and get them to try to convert them to a short
direct message.

Who is it useful for?

• Teachers and students who want to learn formal polite writing style for email communications.

How does it work?

• The site leverages an AI large language model to generate the email texts based on your input.
• You could probably do the same thing using tools like ChatGPT or Open Assistant and just prompt
it to change your text into a polite email, e.g. Prompt - Please change this text into a simple, polite
email "{insert impolite text}"

How do I find out more about it?

• There's very little information about the creators of the site. There is a link through to Stripe which
allows you to make a donation to help support the site, but no actual information about the
company.

How much does it cost?

• The site is free, but they are asking for donations to help support it.

71
What should I be aware of?
• The hall of fame includes some examples with bad language, so you should make sure your
students are mature enough to cope with that without it becoming a distraction.
• There's no information about the company, so make sure neither you nor your students add any
personal information or make a donation.

Examples
Here are some examples of messages I posted in and the messages that the site created.

Prompt: I thought the last meeting was a waste of time

Polite message:
Subject: Feedback on the last meeting
Dear [Recipient's Name],
I hope this email finds you well. I wanted to take a moment to provide some constructive feedback
regarding the recent meeting we had.
In my opinion, it seems that the meeting could have been more effective in terms of achieving our
intended goals. I believe there is room for improvement in optimizing the time spent during such
gatherings.
I would appreciate it if we could discuss this matter further and explore potential ways to enhance
the productivity of our team.

Prompt: I think you are very rude

Polite message:
Subject: Concern about Communication
Dear [Recipient's Name],
I hope this email finds you well. I wanted to take a moment to express a concern I have regarding
our recent communication.
I believe there may have been some miscommunication or misunderstanding on both our parts,
which has led to a sense of frustration. It is important for us to maintain a professional and respectful
tone in all our interactions, as it contributes to a positive work environment.
I kindly request that we take a step back and reassess your communication style.

72
Prompt: The phone I ordered from your company hasn't arrived yet.
Polite message:
Subject: Inquiry Regarding Order Delivery Status
Dear [Company Name],
I hope this email finds you well. I am reaching out to inquire about the current status of my recent
order for a phone placed with your esteemed company.
Regrettably, I have not yet received the phone that I ordered and was expecting to be delivered by
this time. Considering the anticipated delivery timeframe has passed, I wanted to bring this matter to
your attention and kindly request an update on the status of my order.

TASK 1
• Think of three direct messages and try to create polite versions using both AngryEmailTranslator
and either ChatGPT or Open Assistant.
• Evaluate the results and think about which would work best:
1. For creating your own materials
2. For giving students hands on practice
• Make some notes in your journal and share your reflections with a colleague.

TASK 2
• Look at the example lesson below.
• Think about how you could use it with your students.
• What changes would you need to make?
• Make some notes in your journal and share your reflections with a colleague.

EXAMPLE LESSON
Preparation:
• Create four example emails using different messages.

73
Procedure:
• Ask the students to read the messages and reduce them to a single sentence saying what the
sender wants to communicate.
• Ask the students to compare the messages and look for common expression., e.g. "I hope this
email finds you well. "
• Ask the students to identify the purpose and function of the expressions.
• Now give the students some direct messages and ask them to convert them to make them polite.
• You could also ask students to exchange the messages and write a polite reply.
• Once they have created their messages, you could ask them to use the Angry Email Translator to
produce a similar message based around the direct prompt and compare them with their own
message.

74
 Lingostar is a tool for practising conversation skills in multiple
languages. Once you log in you can choose your language, the
language you want to learn and your level. Then choose a
6 LINGOSTAR conversation topic. There are plenty of level appropriate topics to
FOR choose from, or you can suggest a topic.

DEVELOPING
SPEAKING Once you have selected a topic, Lingostar will set you a
vocabulary challenge. The challenges usually involve using a
small group of words in your conversation.

Lingostar will initiate the conversation and ask you a short

questions. You can hear the questions, get a translation of
them, and also practice pronouncing the questions by recording
them and getting feedback. You can also answer the questions
using voice or text. Once you have answered the question, you
have the same options of hearing them pronounced and getting
translation and feedback.

75
If you are stuck, you can click on Help and Lingostar will produce an answer to your question.
Again, you can get a translation of the answer and hear and practice pronouncing it. The answers
Lingostar generates for you are usually quite long.

You can then continue the conversation in this way. Once you have taken a few turns, you can click
on review, and you'll get some feedback on your conversation.The first set of feedback refers to the
phrases you used in the conversation, and the second set is overall data on your activities and
progress.

If you go to the study section, you have a choice of four things to do:
• You can review and resume your previous conversations
• You can see the target words and any words you got wrong
• You can use flashcards to review the words.
• There is also an interesting captioning game that allows you to upload an image and then write a
caption to describe it. Lingostar then evaluates your caption and suggests an alternative one. The
images you upload aren't saved, so this is just a short but quite clever game.

As a teacher, you can also add classrooms. This enables you to choose topics for your students to
study and monitor the conversations they have with Lingostar. You can add students by giving them
a registration link or simply by adding their email address.

Tutorial
• Lingostar for Speaking Skills

How can I use it?

• This is a great tool for giving students conversation practice, developing their autonomous
learning skills, and developing their vocabulary and pronunciation.
• Students can use it for homework, and you can still monitor their work and check to see what they
are learning and follow up in the classroom.

Who is it useful for?

• This is a great tool for students who want to develop their speaking skills and vocabulary, and
great for teachers who want to give their students some independent practice and still be able to
monitor their progress.

76
How do I find out more about it?
• There's an FAQ on the site at https://www.lingostar.ai/#faq
• You can also contact the company and arrange a demo https://www.lingostar.ai/#Contact-form
• There is an icon for a link to LinkedIn, but at present this doesn't function.

How much does it cost?

• At present, Lingostar is free.

What should I be aware of?

• Although at the time of writing, Lingostar is free, that is likely to change as a service like this will
have significant overheads.
• When I added a student account using the email address, they were added automatically without
any notification or permission approval. In theory, this means you could add anyone who has an
account to your class as long as you know their email address. Also, someone could add you to
their class without you knowing if they have your email address.

TASK 1
• Register for a student's account on Lingostar and try to learn a new language or one that you don't
know very well.
• Try to spend 15 - 20 minutes each day studying the language and see if you are able to make any
improvements.
• Write a short evaluation of the site and the features that helped/didn't help you make progress in
your journal.

TASK 2
• Set up a class and add some of your students.
• Show the students how to register and have a conversation.
• Ask them to choose a topic.
• Ask the students to have a conversation (minimum of ten turns) with the chatbot.
• Check their progress and see if they are using Lingostar effectively.

77
 TASK 3
• Compare Lingostar to PrettyPolly and make notes of the pros and cons of each one.
• Share your reflections with a colleague.

78
 Voice Master is a plugin for Google Chrome that enables you to
have voice conversations in multiple languages with ChatGPT. To
make this work you'll need to be accessing ChatGPT through the
7 DEVELOPING Chrome browser. Then install and activate the plugin.
SPEAKING & You can then set the language you want to use and the type of
LISTENING WITH accent based on location. Voice Master has around 70 different
VOICE MASTER languages and dialects.
When it is open you see a small toolbar at the bottom of the page
and you can either click on the microphone or use the spacebar
to speak. ChatGPT will then answer using voice. You can choose
the type of voice for the replies. You can also change the 'mood'
of the voice if you wish, though this only works on some selected
voices.
If you go into the settings you can also change some other
features including the speed at which you hear the responses to
your prompts.

79
Tutorial
• Voice Master for Speaking Skills

How can I use it with students?

This is great for students who have access to ChatGPT as they can use it for a wide range of
activities to develop their speaking and listening skills.
• They can ask it to create and read stories to them.
• They can ask it to correct their pronunciation and give them pronunciation feedback.
• They can ask it about vocabulary and grammar and get examples of different structures along with
explanations about usage.

Who is it useful for?

• For teachers or students who prefer aural communication.
• For students who want to develop their speaking and listening skills.
• For students with sight challenges.

How do I find out more about it?

• You can find out more about VoiceMaster on the Chrome Plugin page.

How much does it cost?

• The plugin is free at present.
• You can by tokens for extra interactions.

What should I be aware of?

• There is a limit number of sentences that Voice Master can produce per session. You can see the
number remaining on the icon on the toolbar. After the limit is reach you'll need to wait for it to go
back up again or buy tokens for more interaction.

TASK 1
• Instal the plugin and try to use it with ChatGPT.
• Ask ChatGPT to interview you (you can specify a number of questions).
• Ask ChatGPT to give you feedback on your answers.
• Make some notes on how you think your students might benefit from using this plugin. Share your
reflections with a colleague.
80
 AI Dungeon is a tool for creating role playing fantasy reading
games. Students can either play an existing game scenario or
create their own by following a few simple steps and answering
8 AI DUNGEON some questions.
FOR
DEVELOPING Once they have answered the questions, the story begins and
READING SKILLS the introduction to the story is created. Once students have read
it, they have four options:
1. TAKE A TURN - Which means they write the next part of the
story
2. CONTINUE - Which means that the AI generates another part
to the story
3. RETRY - Which means that the last part of the story will be
created again
4. ERASE - Which means the last part of the story will be
removed.

81
They can control how the story progresses by taking a turn. When students click on the 'TAKE A
TURN' button, they are given four more choices. These are:
1. Do - To write in what their character does.
2. Say - To write in dialogue for their character.
3. Story - To move the narrative along to a new scene.
4. See - To describe what their character sees

After the student enters their turn, it becomes part of the story and the AI writes the following part.
The student then has the same four options, and so the story continues.

By clicking on the settings button in the top right of the interface, students can add plot details such
as backstory and details of other characters to include, as well as story cards which can contain
details about different characters and locations that the AI can include in the story. Using this tool, it's
possible for students to create quite a long story with multiple characters.

It's also possible for students to work collaboratively on the story. By clicking on the icon in the top
left of the screen, they can open a window where they can invite up to four other players.

Tutorial
• AI Dungeon for Reading Skills

How can I use it with students?

• This is great to get intermediate and higher teenage students reading and involved in creative
writing.
• Students can create their stories at home and then retell them in the classroom for speaking
practice.
• You can have a story competition and get students to read each other's stories and vote for the
best one.
• You could collect their stories into a short story collection for the students to share.
• You could create your own story for students to read (You can use ChatGPT to create
comprehension questions).
• You can ask students to edit their stories and try to improve them.
• You can get your students to create a glossary of any new words they find in the stories.

82
Who is it useful for?
• Students who want to develop their reading and writing skills.
• Teachers who want to create engaging content for teenagers.

How do I find out more about it?

• There's a very detailed AI Dungeon Guidebook at: https://help.aidungeon.com/
• You can see lots of images and text generated from the stories at:
https://www.instagram.com/aidungeon/
• There is a Twitter (X) channel where the companies share news and updates about the service:
https://twitter.com/AiDungeon
• If you are a Discord user, you can access their Discord channel at:
https://discord.com/invite/HB2YBZYjyf
• Click on 'Discover' at the top of the interface to explore some of the previously created stories and
some of the possible worlds and scenarios.

How much does it cost?

• Students can play AI Dungeon in the free mode and wait for their action credits to renew each day
if they want to continue their stories (They get 100 to start, so that should enable them to make at
least one reasonable long story.)
• If they upgrade to a paid account they will get unlimited action credits, the ability to generate
images to go with their story and a faster service. None of this is essential for educational
purposes. You can find out more about pricing here: https://play.aidungeon.com/pricing

What should I be aware of?

• The stories are NOT suitable for younger learners
• Each turn the computer takes uses one of 100 free action credits. New action credits are added
each day once the student falls below 20.
• The premium account also enables user to create images to go with their story.
• I'm not sure how the collaborative mode works, so I would recommend you try this with another
teacher before doing it with your students.
• AI Dungeon can also be played on students' phones.

Examples
• Here are some examples of stories that have been created using AI Dungeon

83
• War of the Gods: https://play.aidungeon.com/adventure/XbeSA_TocQmc/war-of-the-gods/read
• Glowing Potion: https://play.aidungeon.com/adventure/vlLm5Umd8NRU/glowing-potion/read
• This is an example of a safe and friendly scenario you could try with your students.
• Share A Home With 3 of Your Favorite Characters!
https://play.aidungeon.com/scenario/lkka9mZty2mf/share-a-home-with-3-of-your-favorite-characters

TASK 1
• Create your own story using one of the scenarios.
• Make notes in your journal about the process you go through to create your story.
• Create a set of instructions for your students to guide them through the process of creating their
own story.

TASK 2
• Use a tool like ChatGPT to create some comprehension questions, discussion questions and
vocabulary activities for your story. You'll need to sense check the questions and activities to make
sure they are appropriate.

You can do this using the following prompts.

Creating a vocabulary worksheet

Prompt 1: Act as an ESL Teacher. Analyse this text and select the [x number] most difficult words.
Create a table with the words and their definitions. [Enter text here]
Prompt 2: Now create a matching activity using the words and definitions.

Creating comprehension questions

Prompt: Act as an ESL Teacher. Create [number] comprehension questions about the following text.
These questions should check my students' understanding of the text. [Enter text here]

Creating discussion questions

Prompt: Act as an ESL Teacher. Analyse this text and create [x number] discussion questions that
raise interesting issues that relate to the text. [Enter text here]

84
 TASK 3
• You can either use this tool to create stories for your students, or get the students to create their
own stories.
• Which of the two options do you think would work more effectively for students?
• Outline the rationale for your choice in your journal.
• Share your reflections with a colleague and find out what they think.

85
 GetBuddies is a way for students to create a virtual friend that
shares their interests and who they can chat too whenever they
wish.
9 DEVELOPING
SOCIAL SKILLS One of the best ways to learn a language is to have a friend who
WITH GETBUDDIE speaks that language who you can practice with, but it's not easy
to find a friend who shares your interests, so with GetBuddies
you can create them.

When you log in to GetBuddies you can just click on 'Create New
Buddy' and then write a short profile for the type of buddy you
want. The app will then create the buddy for you.

The buddy will then initiate conversation. Students can chat with
the buddy about whatever interests them and come back to their
conversation whenever they wish.

How can I use it with students?

86
• Students can create a chatbot friend to practice their language skills with.
• You can create a chatbot personality for students to interact with in class (It could be a teacher or
anyone that they can interview.)
• Students can explore the nature of friendship with AI
• Students can create an opinion poll, and then each student can create an AI buddy and get their
views and opinions. The students can collect the opinions together and right up the results of their
research.

Who is it useful for?

• Students who want to practice interacting and develop their social skills in English.
• Teachers who want to add an unpredictable element of 'free practice' to their lessons.

How do I find out more about it?

• You can contact the makers at [email protected]
• At present, there are no links to additional information.

How much does it cost?

• The first 30 interactions are free, after that you need to upgrade.
• The upgraded subscription offer unlimited interactions and at time of writing cost $8 per month.

What should I be aware of?

• You can have 30 interactions with the friends you create for free. After that, you need to create a
subscription.
• The level of the language the chatbots produce isn't suitable for lower levels.
• It requires registration through a Google account.
• GetBuddies' privacy policy seems quite sound, and any information you share can be deleted
when you delete your account: https://getbuddies.co/privacy

TASK 1
• Design a buddy that you think you will like and one you think you won't like (as described in the
lesson plan below).
• Try chatting with each one briefly (don't use up all of your 30 credits).

87
• Reflect on and evaluate your experience. Make notes in your journal.
• Which of the two gave you the more interesting interaction?
• How did you feel about each one?
• How do you feel about the potential to develop a 'friendship' with each one?
• What, if anything, did you learn from the two buddies?
• How could your students benefit from these kinds of interaction?
• Were there any useful phrases or expressions used in the interactions that your students could
benefit from?
• How good were the chatbot's social skills, and what could students learn from them?
• Share your reflections with a colleague and find out what they think.

EXAMPLE PLAN
Aims:
• To develop students' understanding of friendship
• To explore the issues around virtual friendships with chatbots
• To develop social skills

Procedure:
• Ask your students to think about friendship and why they become friends with some people and
not with others.
• Put students in groups and ask them to brainstorm the qualities of a good friend.
• Tell the students they are going to do an experiment
• Ask the students to write a short profile of someone that would be their ideal 'pen-friend'. Note:
You may need to explain that a pen-friend is someone you write to but don't often meet.
• Ask the students to create a second profile of someone they are sure would not become their
friend.
• Show the students https://getbuddies.co and demonstrate how they create a buddy.
• Ask them to create the two buddies. Note: They can do this at home or in the classroom if they
have access.
• Ask them to interact with each buddy for a few minutes each day for a week and try to get to know
them better. Note: They can use 15 credits with each buddy.

88
• Ask the students to keep a journal about their interactions with the buddies and make notes of what
they discussed and what they learned about each buddy. Ask them to also make notes about any
useful vocabulary or expressions they learned from the interactions.
• At the end of the week, put the students into groups and ask them to share what they discovered
about their two buddies.
• Put the students into groups and give the students the 'Friendship questions' to discuss.
• Get some feedback after the discussion

FRIENDSHIP QUESTIONS

1. In what ways is a friendship with an AI chatbot similar to a friendship with a human? In what ways
is it different?
2. Do you think it's possible to have a deep and meaningful friendship with an AI chatbot? Why or
why not?
3. Do you think AI chatbot friends can provide emotional support to people who are going through
difficult times? Why or why not?
4. What are some advantages of having AI chatbot friends? What are some disadvantages?
5. Can AI chatbot friends help you learn and improve your language skills? How?
6. Was there anything you talked about with the chatbot that you wouldn't talk about with a real
friend? Why did you make that choice?
7. How do you think technology and AI chatbots might change the way people form friendships in
the future?
8. What advice would you give to someone who is starting to develop a friendship with an AI chatbot
for the first time?
9. Can you imagine a future where AI chatbot friends become a normal and accepted part of our
social lives? How might society change as a result?

89
 In this book, we've looked at a number of different tools for both
teachers and learners. Each of the lessons in the 'Tools' parts of
the course has been structured in the same way. They have:
TOOLS FOR 1. A number of questions which are answered
LEARNERS 2. A short video showing the tool
ASSIGNMENT 3. Some tasks to help participants get hands-on experience with
the tool.
And in some case there are some example materials created
with the tool and some example lessons that show how to use it.

ASSIGNMENT
• For this assignment, I'd like you to find a new tool that isn't
included in the book and create an entry like the ones I have
created.
• This can be a tool for a learner or a teacher.
• You don't have to include a video, but it's great if you can.
• Please include your permission if you'd like your entry to be
shared with others in the next edition of this book (You’ll be
given credit for your entry).

90
4

BACKGROUND
READING
In this section of the book, we'll be looking at a
range of articles, background reading and videos
that relate to the use of artificial intelligence in
language learning and education. These articles
help to explore some interesting issues around the
use of AI. Each of the articles will include tasks to
encourage you to reflect on and share your views
about the articles.
 In this section of the book, we'll be looking at a range of articles,
background reading and videos that relate to the use of artificial
intelligence in language learning and education. These articles
INTRODUCTION help to explore some interesting issues around the use of AI.
Each of the articles will include tasks to encourage you to reflect
on and share your views about the articles.
You can share your views with colleagues and find out what they
think.
I hope you enjoy the selection of articles.

92
 This article from Stanford News looks at research that was done
on the impact of an AI tool on teacher development. The tool was
designed to monitor the interaction between teachers and their
FEEDBACK FROM students and then provide the teacher with feedback after each
AN AI-DRIVEN lesson.

TOOL IMPROVES
TEACHING Read the article: Feedback from an AI-driven tool improves
teaching, Stanford-led research finds

TASK
• Read the article and look at the feedback given to the teacher
in the image below.
• Reflect on the feedback and think about how it might compare
to feedback delivered by a human trainer.
• What do you think are some of the benefits and drawbacks of
such a system for training pre-service and in-service teachers
of languages?

93
• How significant could such a tool be in the development of teachers.
• Share your reflections with colleagues and find out what they think.
• Click here to view the image full screen

94
 This is an article that I wrote after a few online training sessions I
delivered. It was a question that constantly came up, although
the question was phrased more like "Is AI going to put teachers
HUMAN out of business?"
TEACHERS VS AI I think it's an interesting question, as the capabilities of AI have
TEACHERS - made an exponential shift since 2022.
WHICH IS BEST? Read the article: Human Teachers vs AI Teachers – Which is
best?

TASK
• Read the article and reflect on the two lists. What would you
add to each list?
• I make some predictions about what AI teachers could be like
in the not too distant future. What kind of impact do you think
these changes could have?
• Share your reflections with colleagues and find out what they
think.

95
 This is an interesting short read by Dr. Sarah Elaine Eaton. She is
a professor, ethicist, writer, and speaker as well as a strong
advocate for academic integrity and ethics in educational
contexts. This article comes from her blog, Learning Teaching
6 TENETS OF and Leadership.
POSTPLAGIARISM In the post, she describes how she sees the future of academic
: WRITING IN THE writing and publishing and the implications of the use of AI on
AGE OF issues related to plagiarism.

ARTIFICIAL Read the article: 6 Tenets of Postplagiarism: Writing in the Age

INTELLIGENCE of Artificial Intelligence

TASK
• Read the article and see if you agree with all six tenets.
• Are there any others that you would add?
• What are the implications for the way we approach the
teaching of writing in the field of second/addition language
development?
• Share your reflections with colleagues and find out what they
think.
Watch a short video of Sarah presenting her 6 Tenets:
https://youtu.be/NxFMMw1QZX0?si=TtL_nIVQtPfqbCD0
96
 This video looks at suggestions for how we can prevent students
from using AI to cheat on their assignments and assessments.
• The text from this video was produced using ChatGPT based
HOW TO on the prompt "How can we prevent students from using AI
PREVENT tools to cheat?"
STUDENTS FROM • The video was created using Lumen5.
USING AI TO
CHEAT Watch the video: 10 Tips to stop students cheating

TASK
• Which of the suggestions do you think could be applied to your
teaching context?
• What challenges would be involved in implementing these
suggestions?
• What other solutions can you suggest?
• Share your reflections with colleagues and find out what they
think.

97
Transcript: How to prevent students from using AI to cheat
Preventing students from cheating and using AI to answer assignments completely is a challenging
task. However, there are several strategies that educators can employ to minimize cheating and
encourage authentic learning:
1. Design open-ended and critical thinking assignments: Create assignments that require students to
analyze, synthesize, and apply their knowledge rather than simply regurgitating information.
Open-ended questions and real-world scenarios can discourage reliance on AI-generated
answers.
2. Personalize assignments: Tailor assignments to individual students, making it difficult for them to
find pre-made AI-generated answers. For instance, assign unique case studies, scenarios, or
problems that require original thinking and personalized responses.
3. Incorporate collaborative learning: Encourage collaboration among students by assigning group
projects or discussions. When students work together, it becomes more challenging for
AI-generated answers to be relied upon exclusively.
4. Use formative assessments: Include regular low-stakes assessments throughout the learning
process. This way, cheating becomes less tempting since there is less time for students to seek
external help or rely on AI-generated answers.
5. Mix assessment formats: Vary the types of assessments you use, such as written essays, in-class
discussions, oral presentations, hands-on projects, and performance-based assessments. This
makes it more difficult for students to rely solely on AI-generated responses.
6. Implement proctoring solutions: For online exams or assessments, consider using proctoring
software that monitors students' activities, such as screen sharing, webcam monitoring, and
AI-driven behavior analysis. These tools can help deter cheating attempts.
7. Foster an ethical learning environment: Educate students about the importance of academic
integrity and the consequences of cheating. Encourage a culture of honesty and integrity,
emphasizing the value of genuine learning and personal growth.
8. Provide timely feedback: Regularly provide constructive feedback on assignments, giving
students opportunities to improve their work and learn from mistakes. This feedback loop can help
deter cheating by emphasizing the importance of genuine effort and learning.
9. Leverage technology to detect plagiarism: Use plagiarism detection software to identify instances
of copied or AI-generated content in student assignments. These tools can act as deterrents and
help identify potential cheating cases.

98
10. Encourage student-teacher communication: Build strong relationships with students, establishing
open lines of communication. When students feel comfortable approaching you with questions and
concerns, they are more likely to seek clarification rather than relying on AI-generated answers.

While it may not be possible to completely eliminate cheating, implementing these strategies can
significantly reduce the likelihood of students relying solely on AI to answer assignments and
promote a culture of authentic learning.

99
 This is an interesting article by Glenn Kleiman. He is a Senior
Advisor at the Stanford Graduate School of Education, where his
work focuses on the potential of AI to enhance teaching and
TEACHING learning.
STUDENTS TO In the first part of the article, he describes what he calls the
WRITE WITH AI: SPACE framework for writing with the assistance of AI tools.
THE SPACE • Set directions
FRAMEWORK • Prompt
• Assess
• Curate
• Edit
It is a process he has been using with his students to encourage
them to use AI in an ethical way.
In the second part of the article, he looks at some of the failings
of AI tools

Read the article: Teaching Students to Write with AI: The SPACE
Framework

100
 TASK
• Read the article and find out more about the SPACE Framework.
• How do you think you could apply this in your own teaching context?
• Think about how you could create a process like this to use with your own students.
• Share your reflections with colleagues and find out what they think.

101
 This is a very interesting article that looks at ways we can put
prompts into the hands of our students and the kinds of risks and
benefits involved. It provides a very balanced argument around
ASSIGNING AI: each of the seven different roles it sees for AI support, and also
SEVEN suggests the procedure teachers should use for trying these with

APPROACHES students.

FOR STUDENTS,
WITH PROMPTS Mollick, Ethan R. and Mollick, Lilach, Assigning AI: Seven
Approaches for Students, with Prompts (September 23, 2023).
Available at SSRN: https://ssrn.com/abstract=4475995 or
http://dx.doi.org/10.2139/ssrn.4475995

Read the article:

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4475995

TASK
• Look at the table below. You can see the seven different roles
that are envisaged for AI.

102
• Choose the one you find most interesting.
• Read the section of the article that applies to that role.
• Think about how the information you read applies specifically in the field of language learning.
• Share your reflections with colleagues and find out what they think.

103
 This article comes from NeuroscienceNews.com and was written
by Cary Shimek – University of Montana.

AI The article reports on research that was done in the USA which
OUTPERFORMS involved a number of standard creativity tests and comparing the
HUMANS IN results from AI chatbots with those from graduate students. The
CREATIVITY TEST research found that AI could out perform many of the students
and in some case placed as high as the 97 percentile.

Read the article: AI Outperforms Humans in Creativity Test

TASK
• Read the article and find out how creativity was measured.
• What do you think are the implication of this research for
teaching and learning?
• Share your reflections with colleagues and find out what they
think.

104
105
 This article comes from the Plan B blog of Donald Clark. Clark
has been writing for many years about the intersection between
new technologies and various learning theories. His blog is well
AI TEACHERS - A worth exploring in more depth.
NEW In this article he explores the ideas of Vygotsky and how these
PEDAIGOGY intersect and underpin the way AI can be used as a learning tool.

Read the article: We've just gone from a simple teacher-learner

model to a new world of AI teachers - a new pedAIgogy

TASK
• Read the article and find out how Vygotsky's theories support
the use of AI for learning.
• Think about how we can implement this approach to the use of
AI in language learning.
• Share your reflections with colleagues and find out what they
think.

106
 This article comes from the K-12 Education section of the
Government Technology website. This is a US based site. The
article was written by Alyson Klein.
AI COULD
IMPROVE In this article she explores ways in which reading comprehension
ASSESSMENTS is being assessed at present and the impact that technologies
OF READING, can have on treading comprehension assessment.
WRITING SKILLS
Read the article: AI Could Improve Assessments of Reading,
Writing Skills

TASK
• In the article she describes how teachers effectively assess
speaking comprehension at present. How effective do you
think their method are?
• What do you think a well designed AI tool would need to do in
order to effectively measure students' reading comprehension?
• Share your reflections with colleagues and find out what they
think.

107
 This article comes from Pschology Today. There are quite a few
articles there relating to AI and education. This one was written
by John Nosta.
AI AND THE This article looks at the potential of AI to 'think' and the threat
EROSION OF posed by its ability to do it better than humans do.
HUMAN
COGNITION Read the article: AI and the Erosion of Human Cognition

TASK
• Read the article and decide:
• How realistic is the threat?
• Can AI ever really 'think'?
• Share your reflections with colleagues and find out what they
think.

108
ABOUT THE Nik Peachey is Director of Pedagogy at PeacheyPublications Ltd,
a freelance teacher trainer, writer, conference speaker and
AUTHOR learning technology consultant.

He has been involved in education since 1990 and has lived and
worked all over the world.

He is a two time British Council Innovations Award Winner and

the Co - Founder of PeacheyPublications Ltd

He has worked with a wide range of educational companies,

publishers and institutions including Macmillan, CUP, OUP, British
Council, International House, Bell Educational Services,
University of Westminster, The Open University, The BBC, Google
Creative Labs, Kings College Online, Eton College and many
more.

Nik is the editor of the free ‘Edtech and ELT Newsletter’ at:
http://eepurl.com/dtgL79

Nik is also a keen blogger and content curator. You can find his
blog at: https://peacheypublications.com/blog and his curation
sites at: http://www.scoop.it/t/tools-for-learners and
http://www.scoop.it/t/learning-technology

You can contact Nik at: [email protected]

© PeacheyPublications 2024

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COPYRIGHT

© PeacheyPublications 2024

Your Rights

Buying this book gives you the right to use it and any of the ideas
and materials from it with your students. It does NOT give you the
right to copy, share copies with other teachers or store and
redistribute it online.

Copyright Information

This book is an independent publication and has been created in

my own time and at my own expense. I depend on the proceeds
from my books and materials so that I can produce more work like
this and so that I can feed my family and send my daughters to
college. When you download or share this book without my
permission you are stealing from me and my family.

If you have downloaded this book without permission or paying,

please do the right thing and go buy a copy from:
https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in
peace and I hope that it helps you and your students.

All images remain the property of the creator.

Thanks

Nik Peachey - Co-Founder PeacheyPublications Ltd

PeacheyPublications is registered as limited company: 11586696

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