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In this phase of the course, each group member selected an artificial intelligence tool and created a resource to help students improve their language skills.

LAURA VANESA DORIA PÉREZ

Learning Objective:

Students will be able to master verb structures such as the verb "to be" and possessive personal pronouns using the Grammarly writing tool, which ensures that all written English text is clear, free of grammatical and spelling errors.

Language Skill: Writing

Students will have the opportunity to perfect their grammar and spelling by writing their English assignments within the wizard. The tool will automatically analyze the text, recognizing grammatical and spelling errors, providing corrections and detailed explanations, and helping them understand and learn from their mistakes.

Activity structure:

Writing is essential when learning English, so Grammarly is designed to improve writing in a clear, precise, and easy-to-understand way by identifying and correcting grammatical, spelling, punctuation, and vocabulary errors. Writing is an extremely important skill in communication, as it not only allows you to express messages but also responds to a social need and facilitates learning and meeting challenges.

Instructions:

1. Installation:

To install Grammarly.com/native/ and follow the steps to complete the download.

• Login: To use Grammarly on a new device, log in to your account at app.gramaarly.com
• Verify installation: To confirm that Grammarly is installed on your device, look for the letter G icon.

• Flag errors: Grammarly highlights in red any words or phrases it considers incorrect.

2. Using Grammarly: Instruct students to choose a quiet, distraction-free space to focus while working with the assistant.

Practice:

Students will write a text of at least 200 words about their daily activities using the verb "to be." As they write, Grammarly's assistant automatically shows them words with grammatical and spelling errors, providing suggestions for making appropriate corrections.

Comments:

By receiving instant feedback, students have the opportunity to learn new grammar rules and develop their language skills while they work. This interactive approach makes the learning process more effective and less frustrating.

MARCIA ELENA ROJAS RAMOS

Learning Objective: Students will be able to identify specific and general information in short texts in English and answer reading comprehension questions.

Language Skill: Reading

Introduction: In this activity, students will develop their reading skills in English. Therefore, they will read a short text and, with the help of ChatGPT, answer questions to demonstrate their understanding of the content. Moreover, this AI tool allows the generation of personalized texts according to the student's level, provides comprehension exercises, and delivers immediate feedback, which facilitates autonomous and adaptive learning.

Instructions:

1. Open ChatGPT on your preferred website or download the app from the Play Store.

2. Copy and paste the following message into ChatGPT:

“Hi ChatGPT, I want to practice my Reading comprehension. Can you give me a short story (around 100–150 words) for A2 level with 5 multiple-choice questions?”

3. Read the text ChatGPT provides (you can read it as many times as needed.

4. Carefully read each comprehension question and select the answer you think is correct.

5. Once answered, ask ChatGPT to show you the correct answers and explain each one.

6. Copy your answers and reflections into your notebook or digital document.

Practice:

The practice will focus on reading a simple short text. It could be about a daily routine, a trip, a school event, among others.

It will include 5 multiple-choice reading comprehension questions about specific details, main ideas, and vocabulary.

Thanks to ChatGPT's capabilities to generate varied and adaptive texts, students will be able to practice with multiple different stories according to their needs, thus maintaining their motivation and strengthening their language exposure.

Feedback:

The AI tool ChatGPT will provide automatic feedback, showing the correct answers and explaining why they are correct. This immediate feedback helps students identify mistakes, clarify lexical or grammatical doubts, and effectively reinforce their reading comprehension.

The teacher can also complement the activity by reviewing students’ work and providing personalized observations.

Develop Content:

Suggested Prompt for Students:

“Hi ChatGPT, I want to practice my Reading comprehension. Can you give me a short story (around 100–150 words) for A2 level with 5 multiple-choice questions?”

Example Questions:

What is the main idea of the story?

Where does the main character live?

What happened at the end of the story?

What does the word “excited” mean in the context?

Why did the character go to the park?

ELÍAS DAVID VERGARA SANCHEZ

Wordtune Activity

Learning Objective: Students will be able to reformulate sentences in English to improve their accuracy, grammar, and mood by using Wordtune as a foundation.

Writing as a Linguistic Competence

To achieve adequate accuracy and grammatical accuracy in writing sentences in English.

Activity Structure

Introduction

The teacher establishes the importance of clear and precise writing in English. Examples of sentences with errors and ambiguity are shown, and it is evident how reformulation develops and advances their validity. In addition, instruction is provided on the use of Wordtune and its essential attributes.

Instructions

·          Go to https://www.wordtune.com and log in. You can use your Google account.

·         The sentences assigned during the activity are written or copied.

·         Wordtune is used to achieve the rephrasing recommendations.

·         It is recommended to choose the version that is most precise and appropriate according to your own judgment.

·         Demonstrate and simply argue why you chose that version.

·         Add your answers and submit them in a document or on the classroom display.

Practice

Exercise: Reword the given sentences using Wordtune.

·         My little brother has a big smile on his face.

·         She touches her nose when she feels shy.

·         The kids play outside and hurt their knees.

·         I have two ears, but sometimes I don't listen.

·         We put our hands on each other's shoulders during the song.

Students must modify the sentences using Wordtune, choose the best recommendation, and provide proof and demonstration by arguing the option in 1 or 2 sentences.

Feedback

It is notable that Wordtune offers recommendations and adjustments in real time. We are also aware that students can access the exchange and exploration of answers, as well as interpret their classmates' choices. In addition, the teacher corrects the arguments and provides details about the chosen options.

AI Development and Integration

This activity is aimed at lower-intermediate students (A2-B1). It requires entering a Wordtune list of phrases or sentences with errors and a format for recording responses and justifiable arguments. The tool is included as a support that encourages writing, providing precise and appropriate recommendations that facilitate students' progress in their writing. Promoting critical thinking along with independent development by encouraging students to understand, distinguish, and justify their choices, this strengthens the interpretation of grammatical commands and collective errors.

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Lesson plans created in phase 2. The following document contains the lesson plan, which has been prepared by all the members of the group.

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Lesson plans created in phase 2. The following document contains the lesson plan, which has been prepared by all the members of the group.

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The Presentations Of The Experts In Phase 3.   

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The Presentations Of The Experts In Phase 3.   

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In this step, each group member becomes an expert in a specific skill. Each presentation is then given.

LAURA VANESA DORIA PÉREZ

https://www.canva.com/design/DAGkheKneWk/xk7r-YcXmwGGyZKg2pByXA/view?utm_content=DAGkheKneWk&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h4d1c22a210

MARCIA ELENA ROJAS RAMOS

https://listeningskills.my.canva.site/

ROSA ANGÉLICA VÁSQUEZ TUIRAN

https://www.canva.com/design/DAGkn4TNmH8/0Omp9UDXENMoUpJA8YZYHA/edit?utm_content=DAGkn4TNmH8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

ELÍAS DAVID VERGARA SÁNCHEZ

https://www.canva.com/design/DAGk7A8KAUI/Pz0PxggSURhyh2uPWt3_0A/view?utm_content=DAGk7A8KAUI&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h57a277f298

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The didactic unit created in phase 3 by all the members of the group

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The didactic unit created in phase 3 by all the members of the group

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In this final step, we reflected on the role of teachers in education through General Artificial Intelligence.

LAURA VANESA DORIA PÉREZ

Artificial general intelligence (AGI) represents a new approach to technological development, reflecting a shift from technologies focused on specific advancements to machines with cognitive abilities comparable to humans in different tasks. This development has the potential to impact multiple sectors, including education, by facilitating personalized and effective educational experiences that are tailored to each individual's pace and style, interactive, and adaptive.

In this new context, the role of English teachers, and teachers of any other subject, requires a profound transformation. It would no longer be simply a matter of being transmitters of knowledge, but rather becoming learning facilitators, companions in the educational process, and designers and creators of student-centered educational experiences. AI allows teachers to more accurately diagnose gaps or difficulties in student performance, modify and adapt content to different styles and levels, along with continuous and personalized feedback.

Consequently, integrating AI into the field of English teaching represents a significant transformation in the methodological approaches used and in the professional role of educators. It is of great importance that teachers be prepared not only in the use of technological tools but also in the planning and organization of learning environments powered by artificial intelligence. The teacher of the future must be a guide, facilitator, and innovator, capable of integrating technology ethically, with the goal of promoting student autonomy, in a world where connection with artificial intelligence will be an integral part of everyday life.

MARCIA ELENA ROJAS RAMOS

The article “Redefining the teacher’s role in education through Artificial General Intelligence (AGI)” states that Artificial General Intelligence (AGI), having cognitive abilities similar to those of humans, has the potential to transform education through personalized experiences, real-time feedback, and collaborative learning environments. Likewise, AGI can examine large volumes of data, adjust content to students’ individual needs, and automate processes such as assessment. Furthermore, this approach not only improves learning effectiveness, but also responds to different learning styles and paces, promoting a more inclusive, flexible, and student-centered education.

However, the author also focuses on the ethical challenges involved in this technological integration. Therefore, among these challenges, emphasis is placed on the protection of personal data, equity in access to technology, algorithmic biases, and the fear of teacher replacement. For this reason, it is proposed that AGI should not replace the teacher, but rather enrich their role. In addition, the teacher’s role should be redefined as that of a mentor, facilitator, and emotional guide, focused on developing human skills such as empathy, creativity, critical thinking, and personalized support.

From my point of view, the role of the English teacher should progress with the inclusion of AI toward a more strategic and human perspective. Therefore, the teacher should use AGI to systematize routine tasks and gain time to focus on strengthening communicative, social, and cultural language skills. Moreover, the teacher must be an ethical and pedagogical guide between technology and the student, promoting the responsible and meaningful use of these resources to enhance learning. Likewise, this combination will allow for the education of more autonomous, critical students who are better prepared for the challenges of the 21st century.

ELÍAS DAVID VERGARA SANCHEZ

It is worth noting that the article "Redefining the Teacher's Role in Education through Artificial General Intelligence (AGI)" by Hacı Hasan Yolcu delves into topics such as Artificial General Intelligence (AGI), conceptualized as the intellectual or mental ability of a human being, evident in various tasks, capable of altering the teacher's role in education. The author credits AGI with proving itself capable of driving a better future for pedagogy, enabling individualized training and altering assessment procedures.

It even integrates moral interventions that empower teachers to effectively appropriate the privileges of AGI.

In the context of English language training, the integration of AGI would require recasting the teacher's role as an activity focused on simplifying and guiding learning. Teachers should use AGI to develop individualized learning environments, monitor student performance, and provide feedback tailored to individual students' priorities. Now, I believe it is essential that teachers preserve their role as critical intermediaries, assuming that technology will be used morally and equitably; this is to promote inclusive student progress.

And to effectively include AGI in English language instruction, I believe teachers must be provided with ongoing learning that gives them access to interpret and adapt technologies in their teaching practice. This evidently includes developing digital skills, being able to develop instructional projects that structure AGI, and the ability to analytically test the impact of these tools on educational progress. From a sensible and moral perspective, teachers must embrace the power of AGI to inform English language instruction and foster more effective and representative instruction.

ROSA ANGELICA VASQUEZ TUIRAN

The inclusion of Artificial General Intelligence (AI) in education poses a profound transformation in the role of teachers. Teachers should no longer be seen solely as transmitters of knowledge, but as guides, facilitators, and designers of meaningful learning experiences. AI has the ability to personalize content, automate assessments, and offer instant feedback, freeing up teachers' time to focus on emotional support, critical thinking, and the development of students' socio-emotional skills.

In this new scenario, teachers must develop strong digital competencies, understand how artificial intelligence works, and learn how to integrate it pedagogically into their classes. This entails shifting from a traditional role to a more strategic one, in which teachers design collaborative learning environments, adapt AI-generated resources, and promote responsible digital citizenship. Furthermore, educators must actively participate in the ethical regulation of the use of these technologies, ensuring that learning remains inclusive, humane, and equitable. The true value of a teacher lies in their ability to inspire, connect, and guide students on their personal learning journeys. In this sense, the teacher of the future will be mentors who cultivate curiosity, foster creativity, and prepare students to face the challenges of an increasingly automated and interconnected world.

Danilo Santos Viloria

Artificial General Intelligence (AGI), characterized by human-like cognitive abilities across a range of tasks, has great potential to improve pedagogy, enable personalized learning, and transform assessment methods. This article explores the implications of integrating AGI into educational settings and how it can enhance traditional teaching approaches. It also addresses ethical concerns related to the use of artificial intelligence in education and suggests ways to empower teachers to effectively leverage the benefits of AGI. Overall, this study contributes to the ongoing discussion about incorporating advanced technologies in education by examining the interaction between AGI and teaching.

AGI can offer personalized learning by adapting educational materials and methods to each student's needs and learning style. This allows for much more precise and effective tracking of progress—something that is very difficult to achieve with traditional large-scale methods.

In addition, AGI can handle assessments and provide instant feedback, helping students improve continuously in real time, which optimizes the educational process.

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ROSA ANGELICA VÁSQUEZ TUIRAN.

AI Tool: Kahoot!

Language Skill: Listening

Level: A2

Learning Objective: Identify main ideas of a short story in English by listening to an audio and answering questions in an interactive quiz on Kahoot!

Introduction: This activity seeks to strengthen students' listening comprehension through a short story in English, using an interactive game on Kahoot!. This platform allows students to listen to an audio and answer a series of multiple-choice questions dynamically.
Instructions:

1. The teacher prepares a short story in English about a trip, a visit, or a routine.

2. In Kahoot!, the teacher uploads the audio for each question so students can listen and answer.

3. At the end, the correct answers are reviewed, and the most common mistakes are discussed to improve them.

Practice:
Audio topic: “A Day at the Park”
Audio length: 1 minute
Kahoot! questions (examples):

1. Where did the boy go after lunch?
a) To the cinema
b) To the park
c) To school
d) To the store

2. What did he take with him?
a) A kite
b) A book
c) A ball
d) A toy car

3. Who did he meet at the park?
a) His cousin
b) His teacher
c) His best friend
d) His mom

4. What happened at the end?
a) It started raining
b) He went home
c) He got lost
d) He bought ice cream

Feedback:

• Kahoot! shows correct answers, the score, and the ranking in real time. The teacher also reinforces any errors and provides oral feedback after the game. Group analysis can also be done.

Content Development:

Audio: “Yesterday, Tom went to the park after lunch. He took his red kite with him. The wind was strong, so the kite flew very high. At the park, he saw his best friend Anna. They played together until the sky turned dark. Then, they said goodbye and went home.”

Kahoot! Format:
4–5 questions
Audio with each question (repetition of key phrases)
Images as visual aids
Time limit per question: 20–30 seconds

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Learning Activity Using ChatGPT

1. Learning Objective

Level (A2

Skill Focus: Speaking (with integrated grammar and vocabulary practice)

Topic: Ordering food at a restaurant

Objective:
Students will be able to use polite expressions and vocabulary related to food and restaurants to simulate a conversation when ordering at a restaurant.

2. Activity Structure

a. Introduction

In this activity, you will practice how to order food in a restaurant using English. You will interact with ChatGPT, which will act as a restaurant server. This will help you improve your speaking skills, use polite expressions, and learn vocabulary related to food and dining out.

b. Instructions

1. Go to https://chat.openai.com or open the ChatGPT app.

2. Type this prompt in the chat:

"Hi! I want to practice ordering food at a restaurant. Can you act as a waiter and ask me questions like in a real restaurant?"

3. ChatGPT will start the role-play as a restaurant server.

4. Respond to ChatGPT’s questions as naturally as possible. Use complete sentences and polite phrases.

Example: "I'd like the chicken salad, please."

5. Try to keep the conversation going for at least 8–10 turns (5 minutes minimum).

c. Practice

Suggested phrases to use:

“Could I see the menu, please?”

“I’d like to order…”

“Can I get this without onions?”

“Can I have the bill, please?”

Optional Variation (for pairs):

Students can take turns interacting with ChatGPT and then role-play the conversation with a classmate.

d. Feedback

Automatic feedback: After your conversation, ask ChatGPT:

“Can you give me feedback on my English during the conversation?”
ChatGPT will point out grammar errors and suggest improvements.

Instructor feedback
Students can copy and paste part of the conversation into a Google Doc or send a screenshot to the teacher for review.

Self-reflection:
After the conversation, answer these questions:

What new words did you learn?

What part of the conversation was difficult?

What can you do to improve next time?