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640 – Using Artificial Intelligence to Increase Learning Effectiveness and Motivation in Primary English Language

This blended learning project integrates AI tools into English language education, addressing key challenges faced by primary school students, particularly those struggling with low learning motivation and foundational skills. Central to the design is the use of a Learning Management System (LMS), Microsoft Teams, which facilitates the organization of learning materials, online discussions, and progress tracking. By incorporating multimedia resources such as videos, games, and creative assignments, the project caters to diverse learning styles, enhancing engagement and motivation among ESL students. The project emphasizes creative tasks and collaborative learning, fostering an environment where students can view challenges as growth opportunities. By allowing students to transform their writing into multimedia projects using platforms like Canva, the approach not only enhances creative expression but also develops essential digital literacy skills. This shift from traditional assessments to creative outputs reflects a commitment to inclusivity, ensuring all students can demonstrate their understanding in varied ways.
The potential impact of this project is significant, as it promotes equity in education and prepares students for a technology-driven world. By instilling critical thinking about AI and its ethical use, the project aligns with broader educational goals. Continuous feedback mechanisms will ensure responsiveness to community needs, allowing for ongoing refinement of tools and curriculum. Ultimately, this blended learning solution aims to increase motivation and engagement in English learning, equipping students with the skills necessary for future academic success.

As a primary school English teacher, my decision to pursue an integration of generative AI Tools into a blended learning approach for teaching English was driven by key observations about my students' difficulties. Many low-achieving students struggled with foundational skills due to ineffective online learning during class suspensions, leading to disengagement in traditional teacher-centered methods. Since last academic year, I have recognized the potential of generative AI tools to create interesting, personalized learning experiences that cater to diverse needs. Moreover, I aimed to make English learning relevant by incorporating creative tasks and fostering collaboration among students. This approach not only addresses their foundational gaps but also seeks to reignite their motivation and engagement in learning English.

The hypothesis underlying my project is that adopting a blended learning approach with different generative AI tools will enhance engagement and motivation among ESL students with mixed abilities. Blended learning has become a new normal for both teachers and students. Blended learning allows the integration of various e-learning resources, such as videos, games, and quizzes, which can cater to different learning styles, needs, and preferences. This variety can keep students engaged and help maintain their interest in the subject. By incorporating generative AI tools into writing, they can assist students in the revising and publishing stages by improving the quality, efficiency, and creativity. The generative AI tools encourage students to take pride in their work and share it more widely. A blended learning environment supported by generative AI encourages students to take risks in their learning. This environment can help them view challenges as opportunities for growth rather than obstacles. Thus, my hypothesis is likely to succeed because it addresses the needs and challenges faced by my students while leveraging the strengths of blended learning and generative AI.

To implement your blended learning solution effectively, one fundamental technology is a Learning Management System (LMS). This platform will serve as the backbone for storing learning materials, facilitating online discussions, and tracking student progress. By utilizing an LMS, I can provide a structured environment where students can access materials and complete assignments at their own pace. Microsoft Teams is the Learning Management System (LMS) of my school. I post different learning materials and e-learning games in the English channel of my classes and chat rooms on Microsoft Teams. Another key component is the use of different generative AI tools, like Reading Progress. It is an AI tool built into Microsoft Teams to support students in building fluency through independent reading practice. After uploading the audio onto the platform, it tracks student fluency (words per minute), accuracy, and number of attempts. I also make use of its latest feature, using AI to generate multiple-choice questions based on the text, to check students’ comprehension. I also give feedback to my students.

The core functionalities of my solution focus on personalized learning. Creating interactive assignments that incorporate multimedia and gamification will enhance participation. Providing real-time feedback through AI tools will help students understand their progress. To ensure a positive user experience, I deeply believe that Choice is a powerful motivator, so I always give choices to my students. They can choose a platform that they like and are confident in. Teachers should select user-friendly and easy-to-navigate platforms based on their students’ needs. More importantly, teachers should provide students with clear instructions and technical support. With blended learning, teachers can upload videos on how to use AI platforms on the LMS, so that students can learn at home. Thus, saving time on dealing with technical issues in class.

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After students finish a piece of writing, I want my students to extend their learning by using generative AI technology, like transforming their writing pieces into videos. By introducing AI image generators and voice generators, I provide students with tools that extend their learning beyond conventional writing assignments. Teaching students how to create images that complement their stories not only enhances their understanding of visual storytelling but also engages their creativity. This innovative use of technology transforms the writing process into a multimedia experience, allowing students to express their ideas through various media.

The incorporation of platforms like Canva for video editing and Padlet for sharing demonstrates a commitment to creating multimedia learning experiences. By allowing students to combine text, images, sound, and video, it not only can help students develop subject knowledge and generic skills, but also their capabilities to integrate all of them. This multimedia approach caters to different learning styles, making the content more accessible and relatable to a wider range of audiences. Students are allowed to choose how they publish their writings. The shift from traditional assessments to creative assessments represents a significant innovation in evaluating student understanding. By allowing students to create digital stories with different generative AI tools, I encourage students to demonstrate their knowledge creatively, making learning more relevant and meaningful.

My project effectively addresses the diverse needs of students by providing them with varied ways to express their understanding. The use of AI tools allows for personalized learning experiences, enabling students to work at their own pace and style. This flexibility is particularly beneficial for low-achieving students. As students engage with tools that allow them to produce high-quality, imaginative work, they are likely to feel more confident in their learning.

By looking at my students’ performance, I can firmly believe that my project is a successful and effective design. In the age of Artificial Intelligence, I believe it is crucial to infuse AI into English learning. Since various eLearning and AI platforms were introduced to my students, they could have hands-on experience to cultivate their information technology skills practically, which are essential for their learning in secondary schools. On the other hand, these multimedia platforms and tools offered engaging and interactive content that made language learning enjoyable. According to my experience, even Primary 3 students are capable of using AI image generators. The technical problem is a potential bottleneck. These days, many AI platforms update quite often with new layouts and features. I will stay up to date and develop online training sessions for both students and teachers so that they can familiarize themselves with the platform and its features, enhancing their confidence and competence. I will also collaborate with other subjects so that students can be familiar with the AI platforms.

It is very feasible for Chinese teachers and other schools to adopt the e-learning and AI platforms that I adopted. By using generative AI technologies, like Poe, Recraft, Elevenlabs, Canva, and so on, they can polish their work and visualize students’ ideas, making writing more interesting and relevant. Most of these platforms are free and easy to use. With just a tablet, students can use these apps in class. In the age of AI, it is our responsibility to teach our students to use Artificial Intelligence ethically and critically. We should keep students updated about advancements in AI and emerging technologies. This proactive approach will not only enhance the learning experience but also prepare students for a rapidly changing world.

My blended learning solution addresses specific social issues and enhances the lives of its primary beneficiaries—students. My approach caters to various learning styles and abilities, which aligns with inclusion. By incorporating multimedia elements such as videos, images, and interactive content, I help address the needs of students who may struggle with traditional text-based learning. This enhances their engagement and understanding, ultimately leading to better academic outcomes. When introducing artificial intelligence to students, I follow the “Information Literacy for Hong Kong Students” Learning Framework (2024). Students should be taught about both the positive and negative influences of AI and should refrain from the unethical use of AI. By raising awareness and fostering critical thinking, students can become responsible users of AI.

Student satisfaction and engagement metrics are important for understanding the impact of my solution. I will distribute surveys regularly to gather valuable feedback on students' learning experiences, their satisfaction with the tools used, and overall engagement with the content. To ensure responsiveness to evolving community needs, I will review and update the AI tools and curriculum based on user feedback and the latest technological developments. In addition, when introducing new tools, I will pilot them with my class first. Then I will share the platform with the whole form before full-scale implementation in the whole school.

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