Stepping into the Story from the Classroom
- suvdanchimegotgonb
- Dec 29, 2025
- 2 min read
Updated: Jan 4
In the 21st century, artificial intelligence (AI) holds a significant position in education, to the extent that every individual needs to build certain skills to effectively use AI to enhance every aspect of their life, including learning, teaching, and creation. In English Language Teaching (ELT), AI assistance offers both advantages and disadvantages. However, the advantages outweigh the disadvantages when it is used appropriately. These benefits include offering personalized and more engaging learning opportunities, reducing teachers' workloads, and providing immediate feedback.
In this assignment, we were asked to design an AI-enhanced lesson material for high school preparatory students, along with the ASSURE model lesson plan, as we have done in previous assignments. My team member Arda and I chose three types conditionals as our target grammatical structure. We designed our lesson plan and materials with a primary focus on developing students' writing skills, including an introduction to the grammatical structures, and writing tasks. We used Magicschool.ai as our AI tool, as it offers many engaging and effective tools, such as characterized chatbots, writing feedback tools, customizable chatbots, etc. We decided to use the platform for two main purposes, as a feedback tool to support students’ writing and as an interactive chatbot to immerse students in the context of the lesson. In addition, we used Google Docs to collaboratively create and share our materials throughout the process.
As with previous assignments, deciding on the lesson layout and structuring the lesson plan was the most time-consuming and challenging part of the process. Once we clarified our objectives and overall plan, creating the imagined lesson relatively easy. However, during the design process, many minor problems arose, and we had to make changes and revisions multiple times. Compared to earlier assignments, material preparation was easier, as we did not need to create extensive materials beyond worksheets. Nevertheless, determining how to use the AI tools in a creative and pedagogically meaningful way proved to be the most challenging aspect of the assignment.
After receiving feedback from our teacher, we made several revisions to our materials and lesson plan. Our original activities and tasks were primarily form-focused and grammar-based, which lacked meaning-focused practices and limited students' opportunities for free language production. To address this, we replaced the grammar introduction with conversational questions that are relevant to the lesson's theme, and we removed some fixed writing task instructions that hindered students' creativity and free expression. However, we kept the core concept of the main activity, as it had no significant limitations or weaknesses that would negatively affect the students' creativity and output. With the instructor's feedback, the revised lesson plan now offers a more engaging, AI-enhanced learning experience that encourages meaningful language production and provides students with greater freedom to express themselves creatively without deviating from the lesson's main theme.
Team Member: Arda Işık
Revised Versions:
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