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Name: Wu Xiaomei/ Margaret

Email: wxmyi@163.com

Reflection on Module 1: AI in Education

(Dr. Mohamad Taha)

(1) Application of AI in My Teaching and Learning Context

In module 1, Dr. Mohamad Taha introduces us various Ai tools including rubic, chatGpt, Suno AI, MagicSchool AI, Snorkl.app, Runway.ML, NotebookLM, Google AI Studio: Nano Banana, Build (Vibe Coding), etc. for study and also for fun. Having attending this module, I will apply some AI tools to enhance both instruction and student engagement. For instance, AI-powered platforms can analyze individual student performance data to personalize learning pathways, offering tailored resources or exercises based on their strengths and weaknesses. In large classes, AI-driven chatbots can provide instant responses to common student queries, freeing up time for deeper interactions during office hours. For research, AI tools can assist in literature reviews by summarizing articles or identifying trends across publications, accelerating the initial phases of academic inquiry. Overall, AI can democratize access to support while fostering a more adaptive, efficient learning environment.

(2) Opportunities and Challenges in Integrating AI Tools

Opportunities:

Efficiency: Automating administrative tasks (e.g., grading, feedback generation) allows educators to focus on creative and interpersonal aspects of teaching.

Personalization: AI can adapt content to diverse learning styles and paces, addressing individual needs effectively.

Innovation: Tools like generative AI can simulate real-world scenarios (e.g., virtual labs, dialogue simulations) to deepen practical understanding.

Challenges:

Ethical Concerns: Bias in algorithms may perpetuate inequalities if not carefully monitored.

Over-reliance: Students might use AI to bypass critical thinking or problem-solving processes, undermining learning goals.

Access and Training: Not all institutions or students have equal resources to leverage AI tools, potentially widening educational gaps.

(3) Concrete Example of AI Tool Usage

I would integrate an AI-driven writing assistant (e.g., Grammarly or GPT-based tools) into my academic writing courses. For instance, students could use it to draft and refine research proposals. The tool would provide real-time feedback on structure, clarity, and grammar, while I would focus on guiding students to evaluate the AI’s suggestions critically—comparing its output with their original ideas and reflecting on improvements. This approach combines AI efficiency with human mentorship, fostering both technical skills and analytical thinking.

In this module, Besides all the above Ai tools, Dr.Taha also shared us a lot of materials about the culture of Malaysia, such as language, food, clothing, travel and so on. I’m really grateful for your wonderful sharing.

Name: Wu Xiaomei/ Margaret

Email: wxmyi@163.com

Reflection on Module 2: Academic Writing and Journal Publications

(Assoc.Prof.Dr.Nazlena)

(1) Reflection on My Academic Writing and Publication Journey

My academic writing and publication journey has been a process of gradual growth, marked by both challenges and breakthroughs. Initially, I struggled with structuring manuscripts clearly and aligning my work with the expectations of high-impact journals. Early submissions often received feedback about unclear arguments or methodological gaps. Over time, through mentorship and iterative revisions, I learned to prioritize logical flow, coherence, and alignment with journal scopes. Publishing taught me resilience and the importance of viewing feedback as a tool for improvement rather than criticism.

(2) Key Insights from the Module

This module emphasized several critical insights:

Research Structure: A well-defined structure and methodology is essential for clarity and persuasiveness. The module highlighted the need to explicitly link each section to the research question.

Plagiarism Awareness and citation tools: Proper citation and paraphrasing are non-negotiable; tools like Turnitin can help, but ethical writing must be ingrained in practice.

Journal Selection and Submission and review process: Targeting the right journal involves evaluating scope, audience, impact factor, and open-access policies—not just prestige.

Guidance by an experienced publishing expert/knowledge sharing: Some Ph.D students and Master’s students of Professor Nazi share their academic writing and publishing experience and also inform us various Ai tools for the research work which are helpful and supportive.

AI Tools: Generative AI can assist with brainstorming, drafting, and editing but requires careful validation to avoid errors or ethical issues.

(3) Application of Insights to Future Manuscripts/Proposals

Through this module, some of my colleagues finish their paper writing, and some are in the middle of the writing, while I am one of those who just have the study proposal. Anyway, it’s a good beginning. I will follow the research structure: Use detailed outlines to ensure logical progression from introduction to conclusion, explicitly highlighting gaps and contributions.

Plagiarism Awareness: Employ plagiarism checkers proactively and cultivate a habit of citing sources meticulously, even in early drafts.

Journal Selection: Develop a pre-submission checklist evaluating journal fit, guidelines, and recent published topics to avoid desk rejections.

AI Tools: Leverage AI for language polishing and idea generation but cross-verify outputs for accuracy and originality. For example, using AI to summarize literature while ensuring critical analysis remains my own.

This module reinforced that rigorous, ethical writing is foundational to academic success—and that blending traditional standards with emerging tools can enhance both efficiency and impact.

Dear professor Nazi, Thanks for the wonderful classes and enjoyable durian party! It will be the unforgettable fantastic memory!

Name: Wu Xiaomei/ Margaret

Email: wxmyi@163.com

Reflection on Module 3: Teaching Approaches

(Assoc.Prof.Wahiza)

(1) Reflect on the teaching approaches introduced in this module and compare them with your own teaching style.

The module introduced various teaching approaches, such as student-centered learning, problem-based learning (PBL), collaborative learning, and flipped classroom models. These methods emphasize active student engagement, critical thinking, and real-world application. My current teaching style has similar approaches focusing language learning and cross-culture communication. However, after reflecting on this module, I recognize that my approach could evolve to incorporate more student-driven elements. For instance, while I value structure and clarity (similar to direct instruction), the module's emphasis on PBL resonates with my goal to foster deeper understanding through inquiry. This comparison highlights a need to shift from a teacher-centric to a more facilitative role, encouraging students to take ownership of their learning.

(2) Which approach do you find most relevant for your discipline? Why?

I find Production-Oriented Approach (POA) most relevant for my discipline, which is College English. It emphasizes using output tasks (speaking, writing) as the starting point and goal of instruction. The framework involves three phases: motivating (posing a communicative task), enabling (providing targeted input), and assessing (evaluating output). POA aims to bridge the gap between learning language forms and actually using them effectively in real-world, making learning more engaging and meaningful.

(3) How would you adapt it to your classroom? Give an example of a lesson where you would apply this approach and explain why it would benefit your students.

To adapt POA to my classroom, I would design units around open-ended questions with guided scaffolding. For example, in a lesson on War, I would present students with some questions related to war and ask them to answer them in English before the class. Students may find there is a gap between output and input. So they are supposed to search corresponding audios and videos and I will also provide some links for them to search the relevant information (enough input) and then discuss in the class. Besides speaking task, students are expected to do some reading and writing work relevant to what they have learned. The teacher and students collaborative assessment is through the whole learning process.

Thanks for Dr. Wawa’ s dynamic and engaging teaching style!!

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Module 3

Compared with Taizhou University's English teaching style, UKM centers around real-world tasks, encouraging students to solve problems, engage in meaningful conversations, and complete projects using English. Teachers design activities that mirror daily scenarios (e.g., negotiating tasks) to build fluency and confidence. Additionally, technology tools like language apps, virtual exchanges, and multimedia resources enhance engagement. Assessment shifts from memorization tests to performance-based evaluations, measuring communicative competence.

I might utilize a platform combining Automatic Speech Recognition (ASR), Natural Language Processing (NLP), and machine learning algorithms to analyze students’ presentations on environmental conservation. During the activity, students record their speeches, and the AI system instantly provide multi-dimensional feedback: it will score pronunciation accuracy (identifying mispronounced words), measure fluency (detecting pauses and hesitations), and assess grammar usage. Additionally, the tool visualizes pitch variations and speech rhythm, offering suggestions to improve engagement. For example, if a student’s tone is monotonous, AI generates real-time prompts to “modulate voice for emphasis.” Post-presentation, personalized reports highlight strengths (e.g., “Clear thesis statement”) and weaknesses (e.g., “Overuse of fillers like ‘um’”), along with targeted practice recommendations. By automating initial evaluations, the teacher can focus on deeper aspects like content creativity and emotional expression, while students received immediate, data-driven guidance to refine their deliveries.

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Module 1:

In this module, I gained insights into various AI tools applicable to education. The discussions helped me recognize how AI can support teaching and learning, and I learned practical ways to integrate these tools into my practice.

Having attended this module, I can apply AI in my teaching and learning context in four key ways: first, enriching teaching resources with interdisciplinary, multimodal, dynamic, and in-depth content; second, aiding classroom management to make classes more engaging and promote information exchange; third, participating in student learning summary to form a closed-loop teaching system; fourth, supporting curriculum and major management, such as generating curriculum standards and lesson plans.

The opportunities of AI in education lie in enhancing teaching efficiency and enriching learning experiences. However, challenges are also evident: first, how to guide students to use AI properly—utilizing it to improve learning quality and critical thinking rather than replacing human thinking, which could inhibit ability development due to misuse; second, determining what knowledge and abilities humans should prioritize learning in the AI era, and what adjustments higher education needs to make to its training focus.

One concrete example of AI use is leveraging the Magic School teaching platform. Its useful teaching planning plug-ins assist in creating curriculum plans, curriculum standards, and subjective/objective tests, while also supporting analysis and Q&A—this boosts quality and efficiency in teaching, learning, and management. To ensure proper AI use, I will adopt a domestic AI plagiarism-checking platform, set an upper limit for AI text similarity, and impose corresponding penalties if homework exceeds this limit.

Module 2: Academic Writing and Journal Publications

In this module, I have gained valuable insights that connect closely with my academic writing and publication journey. Over the past few years, I have been engaged in writing various project application documents, project conclusion reports, and case studies. From this experience, I have realized that when drafting project proposals to apply for domestic projects, three key elements are essential: one’s previous research achievements, the logical coherence and depth of the proposal, and the precision of wording. During the module, the most important insight I acquired about writing for journals and research proposals is the emphasis on the rigor of academic papers, particularly the CRAAP Test (Currency, Relevance, Authority, Accuracy, Purpose), which provides a clear framework to evaluate information credibility and ensure the reliability of research content. Additionally, I learned about practical AI and academic tools, with Mendeley and ExplainPaper leaving the deepest impression—Mendeley aids in organizing references efficiently, while ExplainPaper helps break down complex academic texts for better comprehension, both supporting literature management and understanding.

Overall, I plan to apply these insights to improve my future manuscripts and research proposals significantly. In terms of research structure, I will enhance logical flow by referencing the rigor principles from the module. For plagiarism awareness, I will adhere to academic integrity standards more strictly. In journal selection (and project proposal preparation), I will use the CRAAP Test to assess literature quality. Most importantly, I will leverage tools like Mendeley and ExplainPaper to search for relevant literature quickly, track cutting-edge academic achievements, and integrate these into my proposals—ultimately making them more in-depth, rigorous, and competitive for project applications.

Module 3: Teaching Approaches (Assoc. Prof. Dr. Wahiza)

In this module, I can appreciate the unique and different ways how I can teach more effectively by reflecting on the teaching approaches Assoc. Prof. Dr. Wahiza introduced—mostly shared from a macro perspective. What impressed me most is the flexibility and dynamism of academic programs, such as collaborations between universities (both domestic and international) and companies. These partnerships provide students with real-world language application scenarios and jointly foster their ability to apply professional knowledge and core competencies. Comparing this with my own teaching style and context, domestic academic programs lack the flexibility of UKM Citra College; though adjusting programs is operationally challenging, our institution allows students to transfer majors once after enrollment. Additionally, we have similar mobility programs through collaborations with other universities, like the summer work-and-travel program in the US, which aligns with the cross-institutional cooperation approach highlighted in the module.

Among the introduced approaches, university-company collaborative education is most relevant to my discipline. We already practice a similar model called "industry-academia integration," which combines teaching with industrial needs—this alignment makes it highly applicable to our teaching goals. To adapt this approach to my classroom, I will explore integrating real-world scenarios into teaching, such as adopting Project-Based Learning (PBL). This method enables students to learn first and then practice, with practice further enhancing learning, supplemented by AI tools to support task design and progress tracking. For example, in a professional English lesson, I will assign a project where students collaborate with a local company to draft international business emails. This lets them apply language skills to real work tasks, and with AI tools aiding in feedback on email structure and language accuracy, students will better develop practical communication abilities—ultimately benefiting their future career readiness.

In summary, the module’s approaches have provided actionable directions to refine my teaching; integrating industry-academia collaboration with PBL and AI will make my classes more practice-oriented and effective for students’ professional growth.

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Module 1 in Education (Dr. Mohamad Taha)

In this module, I learned various AI applications that can be integrated into education. Dr. Mohamad Taha introduced us to tools for content generation, automated feedback, assessment design, and personalized learning support. He also discussed ethical issues, emphasizing academic honesty and data protection. We were asked to reflect on how AI could improve both teaching quality and student learning experience. The main Al tools explored are as follows: ChatGPT, DeepSeek, CoPilot, Grok Suno Al, Coursebox.Al, MagicShool.Al, Snorkl.app·HeyGen, Runway.ML·NotebookLM, Google Al Studio: Nano Banana, Build (Vibe Coding) etc..

Having attended this module, I realized that AI could be particularly useful in my courses on International Trade Practices and Business English. For example, AI can assist in creating case-based simulations where students negotiate trade deals or prepare international business documents. It can also support students with different English proficiency levels by generating tailored practice materials and real-time translation support. I sincerely thank Dr. Naz for sharing these valuable resources and practical insights with us. I sincerely thank Dr. Daha for sharing these valuable resources, we did learn a lot from you.

The opportunities of AI in education are as follows:
a. My students will be more engaged through interactive and adaptive learning.
b. My teaching will be more efficient, especially in preparing lecture materials and grading assignments.
c. Research productivity will increase with AI-assisted data analysis and literature review.

The challenges of AI in education are as follows:
a. Ethical issues such as plagiarism and over-reliance on AI outputs.
b. Technical limitations, as not all students have equal access to AI tools.
c. The need for training, since both teachers and students must learn how to use AI effectively.

One concrete example of how I can use AI is in my International Trade Practices course. I will use ChatGPT or NotebookLM to generate negotiation scenarios between importers and exporters. Students can role-play by interacting with AI-generated trade partners, practicing their business English, and analyzing cultural differences in communication. This approach not only enhances their language skills but also prepares them for real-world business situations.

Module 2: Academic Writing and Journal Publications (Assoc. Prof. Dr. Nazlena)

In this module, I have learned valuable strategies for improving academic writing and journal publications. Dr. Nazlena highlighted the importance of research clarity, logical flow, and proper citation practices. She also explained how to avoid plagiarism by using plagiarism-detection software and how AI tools can support but not replace critical thinking. Main contents of her lecture include Benchmarking on publications/research, Collaborative work - Prepare a paper to be submitted to a journal/conference / research proposal, Presentation and Intercultural activities about Melaka trip and Malaysian food.

In Dr. Naz’s lecture, I have learned several useful academic tools, including Elicit.com for literature review, Mendeley for reference management, Editorial Manager for handling submissions, Journal Finder for selecting suitable outlets, and AI Detectors for ensuring originality. These tools provide comprehensive support for different stages of academic writing and publication, from planning and organizing sources to submitting and maintaining research integrity. They will undoubtedly enhance my efficiency, accuracy, and confidence in preparing manuscripts and research proposals. I sincerely thank Dr. Naz for sharing these valuable resources and practical insights with us.

The most important insights I gained are as follows:
a. Research structure matters: a well-developed introduction, literature review, methodology, findings, and conclusion provide clarity to reviewers.
b. Plagiarism awareness: even unintentional overlap can harm credibility, so tools like Turnitin are useful.
c. Journal selection: choosing the right journal involves matching scope, audience, and impact factor.
d. AI tools: while they help in grammar correction and paraphrasing, final judgment must remain with the researcher.

Going forward, I will apply these insights by carefully structuring my manuscripts, checking originality before submission, and developing a clear publication strategy. For instance, in my upcoming research on Digital Trade and Business English Education, I plan to submit to journals that focus on applied linguistics in economics. I will also use AI tools to polish grammar but ensure that arguments, citations, and originality remain authentic.

Overall, this module provided a roadmap for becoming more confident and systematic in academic writing.

Module 3: Teaching Approaches (Assoc. Prof. Dr. Wahiza)

In this module, I can appreciate the unique and diverse teaching approaches that can make learning more effective. Dr. Wahiza emphasized active learning, problem-based learning (PBL), flipped classrooms, and collaborative projects. She also encouraged us to reflect on how these approaches could be adapted to our own disciplines.

Comparing these with my own teaching style, I noticed that I often rely on lecture-based delivery supported by case studies. While this provides knowledge, it sometimes limits student participation. The module reminded me that active learning can increase student engagement and critical thinking.

The approach I find most relevant for my discipline is problem-based learning (PBL). International trade and business English are highly practical fields, where students need to analyze real-world issues, prepare trade documents, and negotiate agreements. PBL encourages them to apply theories and language skills to authentic problems, which aligns closely with industry needs.

I would adapt this approach to my classroom through a lesson on Incoterms 2020. Instead of simply explaining the terms, I would present a trade scenario where students act as exporters or importers negotiating shipment responsibilities. They would use English to draft trade contracts, identify risks, and solve disputes. This activity would benefit my students by:
a. Strengthening their ability to apply theoretical knowledge in practice.
b. Enhancing teamwork and communication skills.
c. Developing critical thinking as they evaluate trade risks and solutions.

In summary, this module helped me recognize that teaching should not only transmit knowledge but also build problem-solving skills. By adopting active and problem-based approaches, I can make my teaching more interactive, practical, and beneficial to students’ professional development. I sincerely thank Dr. Wawa, we did learn a lot from you.

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Over the past years, my research on metaphor has been driven by a deep fascination with its role as a cognitive tool shaping human language and thought. Building upon theoretical frameworks from cognitive linguistics and cultural studies, I have explored the mechanisms and functions of metaphors across diverse contexts. My work has involved empirical investigations, often employing mixed-methods approaches. Empirically, I have conducted corpus studies to identify patterns in metaphor usage across languages and cultures.

The most important insights I gained from Module 2 is the use of AI. AI has emerged as a transformative tool in academic writing, significantly enhancing efficiency, quality, and innovation across the research life cycle. AI assists in various stages: (1) Literature Review—AI tools like Semantic Scholar and Elicit expedite search, synthesis, and critical analysis of vast corpora, identifying research gaps and trends. (2) Writing Assistance—Generative models (e.g., GPT-4) draft outlines, generate coherent paragraphs, and optimize language for clarity and academic rigor, reducing writer’s block. (3) Data Analysis—AI automates data cleaning, statistical modeling, and visualization, enabling faster insights extraction.

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Module 3 Teaching Approaches Reflection

Name: DAI Min

E-mail: daimin1218@163.com

(1) Reflective Comparison

The module introduced diverse teaching approaches, including student-centered learning, direct instruction, inquiry-based learning, and collaborative methods. Reflecting on my own teaching style, I recognize a tendency toward teacher-centered instruction, emphasizing clear explanations and structured content delivery. However, this module challenged me to reconsider the balance between teacher guidance and student autonomy. For instance, while I prioritize efficiency in knowledge transfer (aligned with direct instruction), I now see the value of inquiry-based methods in fostering critical thinking. Comparing these approaches highlighted gaps in my practice, such as underutilizing peer collaboration or open-ended questioning. This reflection underscores the need to integrate more flexible strategies to cater to diverse learner needs.

(2) Relevance and Justification

As a science educator, I find the inquiry-based approach most relevant to my discipline. Science inherently involves exploration, hypothesis testing, and problem-solving—processes mirrored in inquiry-based learning. This approach aligns with constructivist theories, where students actively build knowledge through experimentation and reflection. For example, teaching concepts like photosynthesis through guided investigations (e.g., designing experiments on light’s role in plant growth) allows students to "think like scientists." The justification lies in its dual benefit: deepening conceptual understanding while honing analytical skills. Unlike passive lecture methods, inquiry-based learning cultivates curiosity and resilience—traits essential for scientific literacy.

(3) Adaptation and Application

To adapt this approach, I would design a lesson on ecosystems where students investigate local biodiversity. The lesson would begin with a provocative question (e.g., "How might pollution impact our school’s garden ecosystem?"), followed by small-group fieldwork to collect data (e.g., observing organisms, measuring soil pH). Students would analyze findings and propose solutions, culminating in a peer-reviewed presentation. This structure leverages inquiry while scaffolding support: I’d provide frameworks for data collection but leave conclusions open-ended. The anticipated benefits include heightened engagement, improved retention through hands-on experience, and development of transferable skills like teamwork and evidence-based reasoning.

Conclusion

This exercise reinforced that effective teaching requires intentional methodology selection. By critically evaluating and adapting approaches like inquiry-based learning, I can create more dynamic, student-driven classrooms. Moving forward, I aim to blend direct instruction for foundational knowledge with inquiry phases to empower learners as active participants in their education.

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DAI Min Module 3 Teaching Approaches Reflection  20250917

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Module 2 Reflection: Academic Writing and Journal Publications

Name: DAI Min

E-mail: daimin1218@163.com

(1) My Academic Writing and Publication Journey

My academic writing and publication journey has been gradual and evolving. Early in my career, I approached writing primarily as a task to fulfil course or institutional requirements, often struggling to structure my arguments clearly and align them with the expectations of academic discourse. Over time, through feedback from mentors and reviewers, I have grown more confident and deliberate in planning and organizing my papers. I have published a few articles in local conference proceedings and institutional journals, which helped me understand the mechanics of submission, revision, and peer review. However, I am still working towards publishing in indexed international journals, which requires higher standards of originality, methodological rigor, and scholarly contribution. This module has encouraged me to view writing not merely as an output but as a process of knowledge-building and scholarly conversation.

(2) Key Insights from This Module

One of the most valuable insights from this module was the importance of clear and logical structure in journal articles and research proposals. Dr. Nazlena emphasized that strong papers are built around a coherent research problem, a critical literature review that identifies gaps, a well-designed methodology, and a clear interpretation of results. Another key insight was the necessity of strategic journal selection—understanding each journal’s scope, audience, and acceptance criteria before submission to increase the likelihood of publication.

The session also highlighted the need for plagiarism awareness and ethical writing practices. I realized how critical it is to use proper citation tools, conduct originality checks, and maintain integrity throughout the research process. Additionally, I learned about emerging AI-assisted writing tools that can support grammar editing, reference management, and even idea organisation, while still requiring human oversight to ensure quality and authenticity.

(3) Applying These Insights in the Future

Moving forward, I plan to apply these insights to strengthen my future manuscripts and research proposals. In terms of research structure, I will start with a clear conceptual framework and outline before writing, ensuring each section aligns with my research questions and objectives. For plagiarism awareness, I will incorporate regular self-checks using plagiarism detection software during the drafting stage, not just at the final submission, to avoid accidental overlap and to model ethical practice for my students.

Regarding journal selection, I will create a shortlist of target journals early in the research process, considering their impact factor, audience, and scope, and tailor my paper accordingly. I also intend to integrate AI tools into my workflow cautiously—for example, using AI for language polishing, reference formatting, and summarising related studies to save time, while keeping critical analysis and argumentation fully under my control.

Overall, this module has demystified the publication process and given me concrete strategies to write with greater clarity, integrity, and purpose. I now feel more equipped and motivated to contribute meaningfully to scholarly dialogues in my field.

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Reflection

Name: Liu Jiajia (Jessie)

Email: 59169200@qq.com

Module 1 in Education(Dr. Mohamad Taha）

(1)How AI can be applied in teaching

I learned a lot from Dr. Taha in this Module.

The integration of AI into education, particularly in teaching college English, has sparked both excitement and critical reflection. Based on my teaching experience of college freshers and sophomores, I think AI in language teaching can help as a very good assistant in the following aspects.

a. Enhancing Writing Skills Through Instant Feedback

AI-powered tools like Grammarly, Pigai website, and Itest help students refine their writing. These tools provide real-time feedback on grammar, syntax, and plagiarism, allowing students to self-correct and improve independently. Therefore, they can benefit from structured feedback.

b. Personalized Learning and Adaptive Resources

AI enables personalized learning experiences by analyzing students’ strengths and weaknesses. For example, adaptive platforms can generate customized exercises based on common errors observed in essays or tests.

c. Expanding Access to Diverse Resources

AI democratizes access to global English resources. Students can leverage AI translators to bridge language gaps, explore bilingual dictionaries, or access academic databases for research.

(2) Opportunities and challenges in integrating AI tools in classroom and reasearch.

a. Challenges and Ethical Considerations:

While AI offers tooloverreliance on it risks stifling creativity and critical thinking. For example, auto-generated essays might prioritize formulaic structures over originality, as noted in the "quotes and wisdom" section of , where students learn to articulate nuanced ideas. Teachers must balance AI use with human mentorship to preserve the art of self-expression. Additionally, ensuring equitable access to technology remains a challenge, as not all students may have reliable internet or devices .

b. Future Directions: Collaborative Human-AI Teaching

The future lies in hybrid models where AI handles repetitive tasks (e.g., grammar checks), while educators focus on fostering creativity, critical analysis, and cultural context etc. and make a balance in teaching and researching with AI.

(3) one example

In the class, Dr. Taha introduced NotebookLM, I think it is powerful and very convenient to use. You can +ADD with sources on the left and ask&answer in the middle part. If possible, I will use it in the future.

Module 2: Academic Writing and Journal Publications. (Prof. Dr. Nazlena)

(1) Before the AI age, I went to libraries to find resources and searched CNBI. Now with the help of Scopus and other platforms, researching becomes easier.

(2) I benefited a lot from the introduction of the virious AI tools in academic research by Dr. Nazlena. Such as Journal Finder, Jane, Scopus, Springer etc.

(3)To improve the acdemic ability, find and read more is the first step. Then before use these journal finders, make sure that I have a complete Abstract and work hard and continue to polish.

AI is a transformative tool in college English education, enhancing efficiency, accessibility, and creativity. whether in teaching or in researching, we should make good use of AI. However, its success depends on thoughtful integration that complements traditional pedagogy. By embracing AI while nurturing human-centric skills, educators can prepare students to thrive in a digitally interconnected world. As the students in demonstrate, learning English is not just a skill but a journey of self-discovery—AI’s role is to illuminate that path, not dictate it.

Module 3: Teaching Approaches (Dr. Wahiza)

(1)When reflecting on the teaching approaches introduced in this Module I notice my personal approach emphasizes interactivity—I prioritize student - led discussions, group work, and hands - on activities to foster engagement. Compared to direct instruction (where the teacher centrally delivers content), my style is more “learner - centered,” the module has encouraged me to use multiple teaching methods to guide students through open - ended exploration more effectively.

(2) For my teaching experience PBL feels most relevant. PBL mirrors this by tasking students with investigating complex, open - ended questions (e.g., “How can you cope with the new environment on Campus?) It also builds skills like collaboration, communication and making presentation.Unlike traditional lectures, PBL keeps students invested in “why” and “how” behind concepts, deepening their understanding.

(3) Illustration of PBL in teaching Dairy of A Fresher

Step 1: Warm-up & Lead-in (15 mins)Activity: Pair Discussion .

Questions for pairs:"What was your first day at university like?""What were you most excited about? What were you most nervous about?"Purpose: To activate students' background knowledge, generate interest, and introduce the topic.

Step 2: Pre-Reading (10 mins)Activity: "What kind of language do you expect to find in a diary? ( Formal / Informal? )

What topics do you think the writer will talk about?"

Purpose: To set a context for reading and prepare students for the informal style of the text.

Step 3: While-Reading (40 mins)T

Task 1: Skimming for Gist (10 mins)Students read the text quickly (3-4 mins).Question: "What is the main purpose of this diary entry? (a) To complain (b) To describe her first impressions (c) To give advice." Feedback: Confirm the answer (b) and briefly discuss first impressions. Task 2: Scanning for Details (15 mins)Students read again to find specific information. Provide a handout or show questions on a slide: What is the writer's name? (Sarah)Where is she living? (halls of residence )Name two things she did on Monday. What is her major/subject? Purpose: To train scanning skills and ensure basic comprehension. Task 3: Language & Inference (15 mins)Vocabulary in Context: Identify and discuss key phrases. Inferring Feelings: Ask deeper questions: "Find a sentence where Sarah sounds excited." "Find a sentence where she sounds nervous or unsure." "Does she seem positive or negative about the future?" Purpose: To move beyond literal meaning and analyze language and tone.

Step 4: Post-Reading (20 mins)Activity 1: Role Play - "A Conversation in the Halls" In groups of 3, students role-play a conversation between Sarah and her new suitemates on the first evening. They must use at least 5 new words from the text. Purpose: To practice speaking and actively use new vocabulary in a realistic context. Activity 2: Personalization & Writing Preparation (Think-Pair-Share)Think: "What was the most memorable part of your first week at university? Write down 3 keywords." Pair: Tell your partner about your experience using your keywords. Share: Invite 2-3 students to share with the class. Purpose: To connect the text to students' personal lives and prepare them for the writing task.

Step 5: write your own diary ( PBL)

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Module 1 Reflection: AI in Education

Name: DAI Min

E-mail: daimin1218@163.com

(1) Applying AI in My Teaching and Learning Context

Artificial Intelligence (AI) offers tremendous potential to transform my teaching and learning practices. In my context, where students often have varied levels of proficiency and learning styles, AI can support more personalized and adaptive learning pathways. For example, AI-driven learning platforms can analyze students’ performance patterns and recommend resources that match their needs. This would allow me to differentiate instruction more efficiently and offer targeted support to struggling learners while also challenging advanced students with enriched content.

AI can also streamline time-consuming administrative tasks, such as grading objective assessments, generating quiz questions, or summarizing student progress. This efficiency would free up valuable time that I can redirect toward designing engaging learning activities, facilitating deeper discussions, and mentoring students individually. Furthermore, AI-powered language tools (like automatic translation and grammar support) could enhance comprehension and participation for students with lower English proficiency, thereby creating a more inclusive classroom environment.

(2) Opportunities and Challenges in Integrating AI Tools

The integration of AI tools presents exciting opportunities. One key opportunity is enhanced learner engagement through interactive, gamified, and adaptive platforms that can respond to student inputs in real time. Another is data-driven insights: AI can analyse large sets of student performance data to help me identify learning gaps, track progress, and make informed instructional decisions. Additionally, incorporating AI encourages students to develop 21st-century digital literacy skills, preparing them for the future workforce where AI competency is increasingly essential.

However, these opportunities come with challenges. The most immediate concern is ethical and responsible use—ensuring student data privacy and preventing overreliance on automated systems. There is also the challenge of equity and access; not all students may have equal access to the devices or reliable internet needed to fully benefit from AI tools. Another challenge is teacher preparedness: many educators, including myself, require training to effectively use and evaluate AI tools, and to critically assess their outputs. If these challenges are not addressed, AI could widen rather than close learning gaps.

(3) Concrete Example of Using an AI Tool

One concrete way I plan to use an AI tool is by implementing an AI-assisted writing support platform in my academic writing classes. Students would draft their essays, and the AI tool would provide instant feedback on grammar, structure, and clarity. This would allow students to revise their work iteratively before submitting the final version. I would then provide higher-level feedback on argumentation, evidence use, and originality. This blended approach can significantly accelerate students’ writing development and give them ownership of the editing process, while still ensuring that human judgment remains central in the evaluation.

Overall, this module has helped me understand AI not as a replacement for teachers but as a powerful assistant that can enhance teaching, personalize learning, and develop students’ future skills—if used thoughtfully, ethically, and inclusively.

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Name: Zhao Xuefeng

Email: zhaoxf09@126.com

Module 3: Teaching Approaches (Assoc. Prof. Dr. Wahiza)

In this module, Assoc. Prof. Dr. Wahiza introduced us to a variety of teaching approaches that emphasized active learning, collaboration, and student empowerment. The approaches included student-centered learning, cooperative learning, project-based learning, and inquiry-based learning. These methods move beyond the traditional lecture model and aim to make students more engaged, reflective, and responsible for their own learning. Reflecting on these strategies, I compared them with my current teaching style. In my English literature courses, I have often relied on a lecture-discussion format with close textual analysis guided by me as the instructor. While this approach encourages participation, it is still largely teacher-centered, where I frame the discussion and shape interpretation. This module has prompted me to consider how to shift more responsibility to students, giving them the opportunity to build knowledge collaboratively and critically.

Among the approaches presented, inquiry-based learning is the most relevant to my discipline. Literature thrives on questioning, interpretation, and debate, and inquiry-based learning aligns naturally with this spirit. It encourages students to pose questions, investigate issues, and develop their own interpretations of texts. For instance, with Charlotte Brontë’s Jane Eyre, students can explore questions such as how the novel represents femininity, the colonial “Other,” or class hierarchies. These open-ended questions may not lead to fixed answers, but they foster deeper engagement with the text and mirror the methods of literary scholarship, where inquiry and dialogue produce new insights.

To adapt this approach in my own classroom, I have introduced activities where students work actively with texts rather than relying on my interpretations. A concrete example is a video project on Jane Eyre that I assign in my course “Gender in Humanities & English Literature: Reading Jane Eyre.” In groups, students create short videos analyzing different aspects of the novel such as characterization, themes of feminism, or depictions of social class. To produce the videos, students must reread passages closely, debate interpretations with peers, and make creative decisions about how best to communicate their insights. In this way, the project embodies both project-based and inquiry-based learning. Instead of passively consuming knowledge, students actively investigate the text and present their findings in a new medium. The process also makes literature more accessible, since video production encourages multimodal thinking and appeals to visual and auditory learners.

This adaptation benefits students in multiple ways. First, it strengthens close reading skills because they must return to the text repeatedly for evidence to support their video arguments. Second, it cultivates collaboration, as group members negotiate interpretations and divide creative tasks. Third, it nurtures critical thinking by requiring students to connect literary analysis to broader concepts such as gender roles or social hierarchies. Finally, by presenting their work through video, students practice digital literacy and creative communication—skills that extend beyond the literature classroom.

Overall, this module has shown me that inquiry-based and student-centered learning can transform the study of literature into a process of active discovery. By incorporating projects like the Jane Eyre video assignment, I can encourage students to read more closely, think more critically, and express their interpretations in innovative ways.

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Name: YAO XIAOGUANG

Email: yao505@163.com

Module 3: Teaching Approaches (Assoc. Prof. Dr. Wahiza)

In this module, I learned about the similarities and differences between Malaysian and Chinese universities in terms of course design, credit allocation, and classroom teaching approaches. Prof. Dr. Wahiza shared valuable insights into how Malaysian institutions structure their courses, balance theoretical and practical elements, and adopt student-centered pedagogies. We were also invited to share our own practices. I presented how I teach Academic Writing for STEM Students, including how I design assignments, guide students through research writing, and integrate feedback into the learning process.

Reflecting on these discussions, I realize that my own teaching style has traditionally leaned toward structured instruction, with clear step-by-step guidance on academic writing conventions. By contrast, the approaches introduced in this module emphasized flexibility, interactive activities, and encouraging students to take greater ownership of their learning. While both approaches share a focus on clarity and academic rigor, Malaysian methods appear to place more weight on active participation and peer learning.

Among the approaches introduced, the student-centered and activity-based method seems most relevant to my discipline. Academic writing is a skill best developed through practice and reflection, and students often learn more effectively when they are actively involved in analyzing examples, drafting texts, and reviewing one another’s work. A purely lecture-based style may help with knowledge delivery but does not always ensure that students internalize the techniques of scholarly writing.

I plan to adapt this approach to my own classroom by integrating more collaborative learning tasks. For example, in a lesson on writing literature reviews, instead of only lecturing about structure and citation, I would ask students to work in small groups to analyze a sample review article. Each group would identify the research gap, organizational strategies, and language features used by the author. They would then present their findings to the class, followed by a discussion on how these strategies could be applied to their own writing. This activity not only fosters analytical reading but also encourages peer interaction, which can build confidence and deepen understanding.

The benefit for students is twofold: first, they gain hands-on experience in deconstructing real academic texts; second, they learn from their peers’ perspectives, which often highlight different aspects of the same text. Such an approach is particularly valuable for STEM students, who may struggle with abstract writing conventions but respond well to concrete examples and teamwork.

In summary, this module has broadened my view of teaching by exposing me to alternative approaches that complement my existing methods. I will continue to combine structured instruction with student-centered activities, aiming to create a more engaging and participatory learning environment for my Academic Writing for STEM Students course. I believe this blended approach will help students develop both the technical and reflective skills needed to succeed in academic writing and research.

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Name: Zhao Xuefeng

Email: zhaoxf09@126.com

Module 3: Thesis writing and Journal Publication Technique (Assoc. Prof. Dr. Nazlena)

In this module on teaching approaches, I was introduced to a range of strategies by Assoc. Prof. Dr. Wahiza. She highlighted several approaches including student-centered learning, project-based learning, cooperative learning, and inquiry-based learning. These approaches emphasized the importance of active participation, collaboration, and critical thinking, moving away from a traditional teacher-centered model where knowledge is transmitted in a one-way direction. Reflecting on these, I found myself comparing them with my own teaching style, which has often leaned towards the lecture-discussion format. While I encourage student participation, I realize that my current practice sometimes privileges close textual analysis led by the instructor rather than sustained exploration initiated by students themselves. This module has therefore encouraged me to rethink the balance between guiding students and giving them the autonomy to construct knowledge collaboratively.

Among the approaches introduced, I find inquiry-based learning most relevant to my discipline. English literature naturally invites questioning, interpretation, and debate, and inquiry-based learning aligns well with this spirit. In studying novels such as Jane Eyre, students can be encouraged to ask open-ended questions—about gender, colonialism, class, or religion—that may not have definitive answers but that lead to deeper engagement with the text. This approach mirrors the practices of literary research, where knowledge is produced through dialogue, exploration, and critical interrogation rather than rote memorization. I find this particularly valuable in a literature classroom because it helps students see themselves not just as passive readers but as active interpreters who can generate new perspectives.

To adapt this approach to my own classroom, I would redesign lessons to allow more time for student-driven inquiry. Instead of beginning with my lecture on a theme, I would start with a problem or critical question and ask students to investigate it using textual evidence, secondary readings, and AI-supported tools. For example, in my course “Gender in Humanities & English Literature: Reading Jane Eyre,” I might begin with the inquiry question: “In what ways does Jane Eyre challenge or conform to Victorian ideals of femininity?” Students could work in small groups, use ExplainPaper to simplify complex criticism, or NotebookLM to build thematic concept maps. They would then present their findings to peers, while I serve as a facilitator connecting their insights to broader critical debates.

A concrete achievement from this module is that I completed a research paper entitled “The Aestheticization of Tuberculosis: Disease and Cultural Imagination in Brontë Literature.” In developing this paper, AI tools supported my writing process in the following categories:

Literature discovery and exploration: Elicit helped identify relevant scholarly works and research gaps; Research Rabbit and Connected Papers visualized networks of interconnected scholarship.

Understanding and verification: Explain Paper clarified complex theoretical texts, while Scite checked citation contexts and reliability.

Reference and citation management: Mendeley integrated seamlessly with AI-based citation generators to ensure accuracy and consistency in Chicago style.

Writing support and refinement: ChatGPT assisted with brainstorming, outlining, and refining arguments; AI-powered journal finders suggested suitable venues for submission based on my abstract and keywords.

Together, these tools acted as a digital research assistant—reducing repetitive mechanical tasks and allowing me to focus on interpretation and critical analysis.

Overall, this module has shown me the value of inquiry-based and student-centered teaching approaches, while also highlighting how AI can transform research and writing in the humanities. By adopting these strategies, I can make my teaching more engaging and my scholarship more efficient, rigorous, and impactful. Of course, My biggest achievement is with the help from Prof. Dr. Wahiza, I finally finished my paper manuscript, thank you very much.

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Name: YAO XIAOGUANG

Email: yao505@163.com

Module 2: Academic Writing and Journal Publications (Assoc. Prof. Dr. Nazlena)

In this module, I was introduced to a wide range of strategies and tools for improving academic writing and preparing manuscripts for publication. Prof. Dr. Nazlena and her Ph.D. students guided us through the use of Web of Science, Scopus, and Sage databases, highlighting efficient ways to search, filter, and evaluate scholarly work. She also introduced practical tools such as Elicit for generating and refining research ideas, as well as methods for synthesizing literature and writing coherent literature reviews. We were encouraged to reflect on how these resources could strengthen both our research journey and our students’ academic training.

Reflecting on my own writing and publication journey, I realize that while I have developed basic skills in academic writing, I often rely on limited databases and traditional approaches to idea generation. This has sometimes slowed down my progress in producing well-structured manuscripts or in identifying suitable journals for submission. Attending this module has broadened my perspective on how to strategically use digital resources and AI-supported platforms to streamline the entire research process—from topic exploration to journal selection.

The most important insights I gained from this module are as follows:
a. Research structure is crucial—clarity in framing the problem, positioning the contribution, and aligning with journal expectations determines whether a manuscript is considered seriously.
b. Plagiarism awareness must go beyond technical similarity checks; it also involves ethical scholarship, accurate citation, and careful paraphrasing.
c. Journal selection requires systematic searching and matching; databases like Scopus and Web of Science provide transparent indicators such as impact factors, scopes, and indexing that can help avoid predatory journals.
d. AI tools such as Elicit can enhance the early stages of research by identifying gaps, clustering ideas, and supporting the writing of literature reviews without replacing the researcher’s critical role.

Moving forward, I will apply these insights in two key ways. First, in my own manuscripts and proposals, I will adopt a more systematic approach to literature review writing by combining database searches with Elicit to ensure both breadth and depth. Second, I will integrate journal selection as an early step in my writing process, targeting the scope and readership of specific journals rather than treating submission as a last-minute decision. In teaching Academic Writing for STEM Students, I also plan to train students to navigate academic databases, use tools to generate research questions, and understand the ethical dimensions of writing.

One concrete example is that in guiding students to write literature reviews, I will ask them to use Scopus to gather recent publications, then use Elicit to organize recurring themes and research gaps. This activity will not only strengthen their ability to synthesize but also prepare them to write with originality and integrity.

In summary, this module has provided me with valuable strategies to refine my writing and to guide my students more effectively. By integrating structured approaches, ethical awareness, and smart use of digital tools, I feel more confident in advancing my own publications and in mentoring others in their academic writing journey.

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Name: YAO XIAOGUANG

Email: yao505@163.com

Module 1 in Education (Dr. Mohamad Taha)

In this module, I was introduced to a wide range of AI tools that can be used to enhance teaching and research. Dr. Mohamad Taha provided us with an overview of Suno AI, Coursebox, Magicschool, Snorkl.app, NotebookLM, Google AI Studio: Nano Banana, and Build (Vibe Coding). He explained their applications in course planning, lecture note preparation, slide development, assessment design, and rubric generation. We were also asked to reflect on how these tools could be adapted to our own teaching contexts.

Having attended this module, I see great potential for applying AI in my upcoming course Academic Writing for STEM Students. AI can support me in designing clearer course structures, generating tailored lecture notes, producing visual and interactive learning materials, and developing fairer and more transparent assessments. With these tools, I can also provide students with more individualized feedback, thereby improving their academic writing skills and confidence.

The opportunities of integrating AI in education are as follows:
a. My students will be more engaged because AI-driven materials (such as interactive slides, podcasts, or visual summaries) can make academic writing less abstract.
b. My teaching will be more efficient, as AI can assist with time-consuming tasks like creating rubrics, grading drafts, and generating practice exercises.
c. Collaboration and creativity in class can be expanded, since AI tools allow students to brainstorm, analyze, and refine their ideas in more dynamic ways.

The challenges of AI in education are also significant:
a. Ethical concerns must be addressed, including plagiarism, over-reliance on AI, and academic integrity.
b. Accessibility remains an issue, as not all students may have equal opportunities to use or afford AI tools.
c. Pedagogical alignment is essential—AI should complement, not replace, critical thinking, writing practice, and human interaction.

One concrete example of how I might use an AI tool is in guiding students to conduct literature reviews. Using NotebookLM, I can upload selected academic articles related to STEM writing. Students will then be able to generate concept maps, ask natural language questions to summarize or compare arguments, and listen to audio overviews that highlight key findings. This process not only saves time but also helps them to better structure their own writing. Furthermore, I could use Snorkl.app to design interactive assessment tasks where students critique AI-generated abstracts, learning both writing conventions and critical evaluation skills.

In summary, this module has broadened my perspective on AI integration in education. I plan to adapt these tools into my teaching to make Academic Writing for STEM Students more engaging, efficient, and learner-centered. While challenges exist, I believe that careful and responsible use of AI will enrich both my teaching practice and my students’ learning experiences.

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Name: Zhao Xuefeng

Email: zhaoxf09@126.com

Module 1: AI in Education (Dr. Mohamad Taha)

In this module, I learned about a variety of AI tools that can be applied in education. Dr. Mohamad Taha introduced us to platforms such as ChatGPT, NotebookLM, and Perplexity, highlighting their functions in text generation, summarization, and knowledge organization. He discussed the advantages of using AI for brainstorming, lesson planning, assessment design, and resource creation, while also reminding us of the ethical challenges. We were asked to try out these tools and reflect on how they might fit into our own teaching practices.

Having attended this module, I am confident that I can incorporate AI into my next semester course, “Gender in Humanities & English Literature: Reading Jane Eyre.” I can use AI tools to help students brainstorm critical perspectives on Charlotte Brontë’s novel, support me in designing a detailed course plan, generate lecture notes that integrate theory and close reading, develop assessment materials, and design fair rubrics. In addition, I can create supplementary resources—such as summaries, discussion questions, or concept maps—that will provide my students with more structured entry points into the text.

The benefits or opportunities of AI in education are multiple.

a. My students will be more engaged, since AI can provide interactive prompts, alternative formats (text, audio, video), and personalized feedback that appeal to different learning preferences.

b. My teaching will be more efficient and productive, as AI can support me in drafting lecture materials, suggesting examples, or revising assessments.

c. My course design will be more innovative, as AI tools enable multimodal approaches that go beyond the traditional lecture format. Students will be able to practice critical thinking and creativity by questioning AI outputs and using them as springboards for discussion.

At the same time, I must acknowledge the challenges of AI in education.

a. Ethics is a major issue: students may be tempted to use AI in ways that undermine academic integrity, such as submitting AI-generated work without proper acknowledgement.

b. There is a risk of overreliance on AI, where students might accept generated answers passively without developing independent critical thinking.

c. Access and equity remain concerns, as not all students may have the same level of digital literacy or availability of advanced AI platforms. These issues require careful guidance, transparent policies, and constant dialogue in the classroom.

One concrete example of how I plan to use AI is within the “Gender in Humanities & English Literature: Reading Jane Eyre” course. I will use NotebookLM.AI to construct concept maps that connect key themes such as gender roles, colonial discourse, and class hierarchy. Students can engage with the tool by prompting it in natural language, asking specific questions about characters or themes, and receiving summaries or structured outlines. The platform’s ability to generate audio (in podcast style) or video overviews can also provide students with varied formats of engagement, making the study of the novel less intimidating and more dynamic. This approach will foster collaborative inquiry, encourage students to compare AI interpretations with their own, and build stronger critical analysis skills.

Overall, this module has expanded my understanding of AI’s role in higher education and shown me how these tools, if used thoughtfully, can enrich both teaching and learning in English literature. Thank you Dr.Daha, you inspire me a lot.

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Module 1

Through the study of module 1 about the application of different AI tools, I think I will put some AI tools into use in my course "Appreciation and Practice of English Public Speaking".

(1) application of AI in my teaching context

I believe AI can significantly enhance English speech learning by offering personalized, real-time feedback, simulating real-world scenarios, and providing continuous support, ultimately improving learners' pronunciation, fluency, and overall communication skills.

(2) opportunities and challenges of integrating AI tools in my teaching

Opportunities:

1. Pronunciation Analysis and Correction: AI can analyze speech in real-time, identifying pronunciation errors and providing visual feedback, such as waveforms or phonetic transcriptions, to help learners improve their pronunciation accuracy.

2. Grammar and Vocabulary Support: AI detects grammatical errors during speech and suggests corrections. It also recommends more advanced or contextually appropriate vocabulary to enhance expression clarity and sophistication.

3. Fluency and Coherence Assessment: AI evaluates speech fluency by analyzing factors like speech rate, pausing, and repetition. It provides feedback to help learners speak more smoothly and coherently.

4. Scenario Simulation and Role-Playing: AI simulates real-life situations, such as interviews or business meetings, allowing learners to practice speeches in context. This enhances their ability to apply language skills in practical scenarios.

5. Personalized Learning Paths: AI assesses learners' strengths and weaknesses, creating tailored learning plans. It adjusts content difficulty dynamically to ensure optimal learning progression.

6. Emotion Recognition and Feedback: Advanced AI systems can detect emotions in speech and provide feedback on tone and delivery, making interactions more natural and engaging.

7. Progress Tracking and Reporting: AI generates detailed reports on learners' performance, tracking improvements over time and highlighting areas needing further attention.

8. 24/7 Availability: Learners can practice anytime, anywhere, overcoming geographical and temporal limitations. This flexibility encourages consistent practice and accelerated learning.

9. Confidence Building: Practicing with AI reduces anxiety, as learners feel safe to make mistakes without fear of judgment. This fosters a positive learning environment and boosts confidence.

10. Access to Diverse Resources: AI provides access to a wide range of materials, including varied accents, speech styles, and cultural contexts, enriching learners' exposure to the English language.

Challenges:

1. Technical Limitations

AI struggles to interpret complex semantics (e.g., metaphors, emotional expression) and provide feedback matching human instructors' depth.

2. Lack of Emotional Interaction

AI cannot replicate teacher-student emotional connections or cultural immersion, potentially diminishing the humanistic value of speech education.

3. Dependency Risk

Over-reliance on AI may hinder students' independent thinking and critical analysis, leading to superficial learning.

Concrete example of AI use:

I will use some AI tools to give me a real-time feedback. These AI platforms analyze pronunciation, intonation, and fluency by comparing learners’ speech to native speaker models. For example, ELSA Speak uses speech recognition to highlight mispronounced phonemes (e.g., /θ/ vs. /ð/) and provides targeted exercises.

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Module 3: Teaching Approaches

(1) Reflection on teaching approaches and comparison with my teaching style:
The teaching approaches introduced in this module emphasize student-centered learning, active participation, and the integration of technology in the classroom. Compared to my own teaching style, I already make use of similar methods by encouraging students to search for information, engage with structured lesson plans, and apply knowledge through coding tasks or projects. However, I realize that I can further improve by incorporating more interactive media such as images and videos to support visual learners, and by using AI-assisted question banks to provide more flexible assessment options.

(2) Most relevant approach for my discipline and why:
For my discipline, a blended learning approach is the most relevant. It combines traditional instruction with technology-based learning. Since my teaching often requires guiding students in writing codes, analyzing data, and interpreting visual outputs, blending face-to-face teaching with digital tools allows me to balance theory with practice. This approach encourages students to conduct their own research while still receiving structured guidance from a syllabus and lesson plan.

(3) Adaptation to the classroom with a concrete example:
I would adapt the blended learning approach in a lesson on data visualization and coding. First, I would provide students with background readings (research). Then, I would present a structured syllabus and lesson plan to guide their learning. During the lesson, I would demonstrate how to write simple code to generate charts, and supplement this with instructional videos and images for clarity. Finally, I would assign practice exercises from an AI-generated question bank, allowing students to test their understanding. This approach would benefit students by combining independent exploration with structured guidance, making learning both practical and engaging.

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Module 1: AI in Education (Dr. Mohamad Taha)

(1) Reflection on AI in teaching and learning:
AI can greatly support my teaching and learning context by assisting with multiple tasks such as searching for academic resources, drafting course syllabi, preparing lesson plans, writing codes for simulations, and creating visual materials like images and videos. These applications help me save time, enhance creativity, and personalize learning experiences for students.

(2) Opportunities and challenges of integrating AI tools:

Opportunities: AI enables efficient preparation of teaching materials, supports personalized learning through adaptive feedback, and simplifies assessment by generating a question bank for assignments and quizzes.

Challenges: Over-reliance on AI might reduce critical thinking skills, there are concerns about plagiarism and academic integrity, and not all students or teachers may have equal access to AI technologies.

(3) Concrete example of AI use:
I might use an AI tool to generate a question bank that can be adapted for weekly assignments. This would allow me to vary the difficulty level of questions and ensure a fair and efficient assessment process.

Module 2: Academic Writing and Journal Publications (Assoc. Prof. Dr. Nazlena)

(1) Reflection on academic writing and publication journey:
My journey in academic writing has been challenging, especially in terms of structuring research papers, selecting appropriate journals, and ensuring originality. I often struggled with drafting teaching-related research proposals and aligning them with international publication standards.

(2) Important insights gained:
From this module, I learned the importance of clear research structure, awareness of plagiarism detection systems, and effective use of AI tools for improving manuscripts. I also understood how crucial it is to match my work with the right journals and follow their specific guidelines.

(3) Application of insights in future manuscripts/proposals:
In the future, I will use AI tools to:

Research: Search for updated references and literature.

Structure: Draft syllabi and proposals with proper academic flow.

Content creation: Use AI for generating lesson plans, codes for experiments, and visual materials.

Academic integrity: Check for plagiarism before submission.

Assessment: Create question banks for teaching-based research.
These practices will help me strengthen the quality, originality, and impact of my academic work.

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RUBRIC OF EVALUATION

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REFLECTION (SAMPLE ANSWER)

Name: Simon Yap Ah Hock

Email: syap@163.com

Module 1 in Education (Dr. Mohamad Taha)

(1)          Reflect on how Artificial Intelligence can be applied in your teaching and learning context.

(2)          What opportunities and challenges do you foresee in integrating AI tools in your classroom or research?

(3)          Provide one concrete example of how you might use an AI tool.

In this module, I learned various AI that can be used in education. Dr. Mohamad Taha introduced us about .... He discussed about .... We were asked to do .....

Having attended this module, I can use AI with my students in my next semester course "Gender in Humanities & English Literature: Reading Jane Eyre" to do brainstorming, to do course plan, to develop lecture notes, to develop assessment materials, generate rubric, bla bla bla bla.

The benefits or opportunities of AI in education are as follows:

a. My students will be more ....

b. My teaching will be more ....

c. ....

The challenges of AI in education are as follows:

a. Ethics ... bla bla bla

b.

c.

One concrete example of how I can use AI is for "Gender in Humanities & English Literature: Reading Jane Eyre" course. I will use NotebookLM.AI as I can use it to do concept mapping, prompt in Natural Language asking specific topics or characters in the novel, use Audio (podcast style) and Video Overview such that my students will be able to ... Bla bla bla bla

Total words: 350 words

++++++

Module 2: Academic Writing and Journal Publications (Assoc. Prof. Dr. Nazlena)

In this module, I have learned ...

Overall, ....

Total words: 329 words

++++++

Module 3: Teaching Approaches (Assoc. Prof. Dr. Wahiza)

In this module, I can appreciate the unique and different ways how I can teach more effectively by ....

In summary, bla bla bla

Total words: 352 words

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Taizhou University Teacher Mobility Program - Reflection FGD (Focus Group Discussion) on 17 September 2025

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Instruction: Write on each module reflection (1-page each or 500 words)

Module 1: AI in Education (Dr. Mohamad Taha)

Reflection Question:

(1)          Reflect on how Artificial Intelligence can be applied in your teaching and learning context.

(2)          What opportunities and challenges do you foresee in integrating AI tools in your classroom or research?

(3)          Provide one concrete example of how you might use an AI tool.

Module 2: Academic Writing and Journal Publications (Assoc. Prof. Dr. Nazlena)

(1)          Reflect on your own academic writing and publication journey.

(2)          What are the most important insights you gained from this module about writing for journals/research proposal?

(3)          How will you apply these insights to improve your future manuscripts/research proposal, especially in terms of research structure, plagiarism awareness, journal selection and AI tools?

Module 3: Teaching Approaches (Assoc. Prof. Dr. Wahiza)

(1)          Reflect on the teaching approaches introduced in this module and compare them with your own teaching style.

(2)          Which approach do you find most relevant for your discipline? Why?

(3)          How would you adapt it to your classroom? Give an example of a lesson where you would apply this approach and explain why it would benefit your students.