Learning scenario created for the course ‘Artificial Intelligence (AI) and Language Teaching: Challenges and Possibilities’ by EU Academy

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INNOVATIVE LEARNING
ENVIRONMENTS
LEARNING SCENARIO ‘MY REAL PARTNER VS MY VIRTUAL PARTNER’
1. Introduce yourself!
My name: MARÍA ISABEL REDONDO VIGIL
My country: SPAIN
My role: ENGLISH LANGUAGE TEACHER
My school: IES ESCULTOR JUAN DE VILLANUEVA, LA POLA SIERO,
ASTURIAS
My
class/lesson:
MY REAL PARTNER VS MY VIRTUAL PARTNER
2. OVERVIEW
Age Group: 14 – 15 year old students taking part in the Bilingual Programme.
Duration: 4 lessons for the learning scenario, although there are some previous
ones to learn and practice the grammar necessary to carry it out.
After dealing and practising the grammar related to REPORTED SPEECH, the
students speak with a partner about a topic they have agreed on, then they
interact with ChatGPT about the same topic, they write a text comparing the
results of both conversations and, finally, they create a video using an avatar
that reads their text where they have reported their conversations.
The reasons for this learning scenario are:
1. Motivating students with different methodologies
2. Use tools that students are familiar with and all of us should get familiar
with since they are here to stay
3. Make students aware of a responsible use of technology
The elements of the Spanish curriculum it is related to:
1. Producing simple and coherent original texts with a clear organization
and using writing strategies in order that they can fulfil their
communicative aims.

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2. Interacting with other people in an autonomous respectful way using
the necessary strategies and resources in order to fulfil a
communicative aim.
3. Mediating in ordinary situations using strategies and knowledge to
explain or simplify messages by giving information in an efficient,
clear and responsible way.
4. Increasing linguistic repertoires, reflecting on the way they work and
personal strategies and knowledge to meet specific communicative
needs.
5. Valuing in a critical way and adapting to linguistic, cultural and
artistic diversity taking a foreign language as a starting point.
3. LEARNING OBJECTIVES
A. 21st
CENTURY CHALLENGES
1. Analysing in a critical way the digital opportunities that society offers,
taking advantage of them and assessing its benefits and risks by
using them in an ethical and responsible way.
2. Valuing personal and cultural diversity by taking interest in other
languages and cultures.
3. Developing skills that allow students to continue learning during their
whole life using their self-confidence and knowledge and valuing its
risks and benefits.
B. COMPETENCES
1. Linguistic Competence
2. Plurilingual Competence
3. Science, Technology, Engineering and Mathematical Competence
4. Digital Competence
5. Personal, Social and Learning to Learn Competence
6. Citizenship Competence
7. Entrepreneurial Competence
8. Cultural Awareness and Expression
4. LEARNING STRATEGIES AND ACTIVITIES
The week before carrying out this learning scenario, the students will have
revised the use of REPORTED SPEECH by means of oral and written activities.
Then they will be ready for it.
Step 1 – Day 1
In pairs, the students agree on a topic they are interested in, then individually
they think of questions and ideas to talk about it and, finally, they have a
conversation.

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Individually, they write the main ideas of their conversation using reported
speech and give their work to the teacher so that it can be checked.
Step 2 – Day 2
Individually, they interact with ChatGPT about the same topic.
They write the main ideas of their conversation using reported speech again
and give their work to the teacher so that it can be checked.
Step 3 – Day 3
The teacher gives the students’ work back and spend the lesson working and
reflecting with the students as a group on the weaknesses and the strengths of
their works.
Step 4 – Day 4
Individually students write a text where they compare the conversations they
had with a partner and with ChatGPT.
Then, they join the same person they were on Day 1 to assess each other’s
work.
Step 5 – Day 5
They use SYNTHESIA to create a video where an avatar will read their texts.
The videos are played in class so that the whole group can speak about them
and their results.
Apart from doing the tasks, the students will also provide feedback to their
partners.
The teacher will move around helping the students with their linguistic or
technological problems, will provide feedback and will assess their
performance.
This is a scenario that is learner-centered and content-centered where the
feedback that is provided can be used as formal assessment.
5. DIGITAL RESOURCES
 Computer
 Projector
 Microsoft Word or similar
 ChatGPT
 Synthesia
 YouTube
 Common mail account created by the teacher so that the students don’t
have to sign up using their own personal information

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6. ASSESSMENT AND FEEDBACK
WHAT ASSESSMENT STRATEGIES AND INSTRUMENTS WILL BE USED TO ASSESS
STUDENT LEARNING?
 Peer assessment
After finishing their conversation in step 1, students will assess their
partner using the evaluation rubrics, which I have attached at the end of
this document.
 The teacher’s oral and written feedback of their written texts.
 The whole group’s feedback of the videos.
The teacher's assessment of the written text read in their videos using
the evaluation grid, which I have attached at the end of this document.
 At the end, the students will complete a self-assessment document. I
have attached at the end of this document.
HOW WILL THE TEACHER EVALUATE HIS/HER PERFORMANCE?
The students’ self-assessment document includes questions about the learning
scenario and the teacher’s performance.
7. INNOVATIVE LEARNING ENVIRONMENT
There will be different learning environments:
 A physical and traditional learning environment: the classroom with their
teacher and their partners
 An innovative digital learning environment using AI: ChatGPT and
SYNTHESIA
REFERENCES
EU Academy Course ‘Artificial Intelligence (AI) and Language Teaching:
Challenges and Possibilities’
EU Academy Webinar ‘AI in Foreign Language Education’
European School Education Platform and eTwinning are initiatives of the European Union and funded by
Erasmus+, the EU’s programme to support education, training, youth and sport in Europe. This document has
been prepared for the European Commission by European Schoolnet under a contract with the Union, however
it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may
be made of the information contained therein.

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Peer assessment: Oral - Evaluation Rubrics
Preparation Content
well prepared
adequately prepared
insufficient preparation
1
0.5
0.25
ideas clearly stated and
supported; very well organized;
complete
ideas not always clearly stated
and supported; adequately
organized; somewhat incomplete
disconnected ideas & lack of
logic; not well organized;
incomplete
1
0.5
0.25
Accuracy: Grammar /
Pronunciation
Comprehensibility & Fluency
very few errors; very accurate
occasional errors that do not
interfere with comprehension
frequent errors that interfere
with comprehension
constant errors; difficult to
understand
2
1
0.5
0.25
very clear; easy to understand
acceptable; occasional
misunderstandings
somewhat difficult to understand
incomprehensible and not clear
at all.
2
1
0.5
PREPARATION CONTENT
ACCURACY
COMPREHE
NSIBILITY
FLUENCY
GRAMMAR PRONUNCIAT.
1 1 2 2 2 2

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Teacher assessment: Writing - Evaluation
Grid
MARK
TASK FULFILMENT
All points covered: 2
One point omitted:1,5
Notable omissions: 1
Notable irrelevance: 0.5
Organisation
Format: 0.5
Paragraphs: 0.5
Logical organization: 0.5
Linking words: 0.5
Grammar
Accuracy: 1
Style: 0.5
Punctuation: 0.5
Vocabulary
Accuracy: 0.5
Range: 0.5
Style: 0.5
Spelling: 0.5
Effect on reader
Very positive effect: 2
Positive effect: 1.5
Satisfactory effect: 1
Negative effect: 0.5
General comments
TOTAL MARK:

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