USING AI TECHNOLOGY TO CREATE VIDEOS ASSISSTING TEACHING EVERYDAY ENGLISH OF COMMUNICATION AND CULTURE/CLIL LESSON IN ENGLISH BOOK 11 GLOBAL SUCCESS AT CO DO HIGH SCHOOL I.. Specifical
INTRODUCTION
Rationale for Selecting the Topic
In the age of Industry 4.0, the integration of Artificial Intelligence (AI) in education is essential, particularly in English language teaching AI technology enables educators to develop visually engaging and dynamic teaching materials tailored to meet the diverse learning needs of students.
The new General Education Curriculum for English prioritizes the enhancement of students' communicative competence through real-life language contexts Aligned with this competency-based framework, the English 11 - Global Success textbook incorporates authentic language situations in each unit.
The Communication and Culture/CLIL section focuses on enhancing communication skills and cultural awareness Each unit features an Everyday English sub-section that includes brief dialogues illustrating typical daily interactions, such as offering assistance, requesting permission, expressing certainty or uncertainty, giving compliments, and issuing warnings.
In classroom settings, many students tend to be passive during dialogue activities, often reading or listening to model phrases mechanically This approach hinders their ability to visualize the contexts of these expressions, ultimately limiting their capacity to retain and effectively apply the language.
With the rise of Industry 4.0 technologies, especially Artificial Intelligence (AI), educators now have access to innovative tools that significantly improve lesson design and delivery Tools like ChatGPT enable the rapid generation of sample dialogues, while design platforms such as Canva empower teachers to create dynamic and visually appealing instructional videos with ease.
Motivated by a commitment to enhance teaching methods and boost student engagement in the Everyday English curriculum, I have explored the topic: "Utilizing AI technology for video creation in the Communication lesson of English 11 at Co Do High School." This initiative seeks to incorporate AI tools and video production technology into language instruction, aiming to elevate the effectiveness and impact of the learning experience.
Communication and Culture/CLIL lessons.
Research Objectives
This study investigates the effective incorporation of Artificial Intelligence (AI) and digital design tools in teaching the Everyday English section of the English 11 - Global Success textbook The initiative utilizes ChatGPT to create contextually relevant sample dialogues and employs Canva to produce short, illustrative videos that complement these dialogues These resources are implemented in classroom instruction to boost student engagement and facilitate language acquisition.
Research Subjects and Scope
This study investigates the teaching and learning of English communication skills among 11th-grade students at a high school, specifically focusing on the Communication lessons of the English 11 - Global Success program during the first semester of the 2024-2025 academic year The research is centered on the Everyday English component within the Communication and Culture/CLIL sections of Units 1 to 5 of the textbook, while other skills such as reading, listening, speaking, and writing are not the primary focus, although enhancements in communicative competence may indirectly benefit these areas.
Research Methods
To carry out this initiative effectively, a combination of the following methods was applied:
The researcher conducted a thorough analysis of the curriculum guidelines and the teacher's book for English 11 - Global Success to gain a clear understanding of the objectives of the Everyday English component Furthermore, academic literature on the integration of video and AI in language teaching was examined to establish a solid theoretical foundation.
The project focused on the practical application of technology, utilizing ChatGPT to create sample dialogues for specific communicative functions and Canva to produce illustrative videos The researcher conducted self-study and collaborated with colleagues to enhance the quality and relevance of the final outputs.
Pedagogical experimentation involved implementing designed lesson plans in selected classes, where classroom observations were conducted to monitor student engagement and collect feedback Insights were compared by reflecting on outcomes from previous classes or academic years that utilized traditional methods rather than AI-integrated approaches.
After each lesson, students participated in brief surveys to indicate their interest and understanding, with the collected data undergoing statistical analysis to assess learning outcomes Additionally, qualitative evaluations were performed using feedback from peer teachers, when accessible through classroom observations, alongside the researcher’s reflective teaching notes.
This initiative pioneers the integration of Artificial Intelligence (ChatGPT) in creating short dialogue content for public high school English textbooks, while also utilizing Canva, a user-friendly video design platform, to develop visually engaging instructional materials for classroom use.
Traditionally, educators have depended on existing videos or static images for illustrations This study introduces a novel approach, empowering teachers to produce short, tailored videos that align closely with lesson content, utilizing free and accessible tools such as Canva This method facilitates the customization of learning materials to meet the unique teaching contexts and student needs of each school.
The integration of ChatGPT for simulating realistic dialogues streamlines content creation for teachers, allowing them to save time while enhancing lessons with varied and relatable communication scenarios This study demonstrates that combining AI with video can significantly improve the quality of short-form communication instruction, helping students more effectively meet lesson objectives.
If proven successful, this model can be adapted and scaled to other grade levels or subjects, offering valuable insights for broader educational innovation and digital transformation in teaching.
THEORETICAL FRAMEWORK
The Role of Situational Dialogues in Developing Communicative
1 The Role of Situational Dialogues in Developing Communicative Competence
The Communicative Language Teaching (CLT) approach prioritizes realistic communication to enhance natural language use among learners By practicing model dialogues in meaningful contexts, students cultivate spontaneous verbal reflexes The Everyday English section of the English 11 - Global Success textbook aligns with this approach, featuring lessons that present daily-life scenarios and functional language expressions, including asking for help, giving compliments, seeking permission, and offering advice.
Context-based language learning enhances learners' comprehension and use of language structures Research in second language acquisition shows that role-playing and simulated dialogues greatly improve communicative competence Thus, creating engaging and realistic dialogues for students to practice is essential for meeting educational objectives.
Communicative and Interdisciplinary Orientation of the English 11 - Global
The English 11 - Global Success textbook, aligned with the 2018 General Education Curriculum, focuses on enhancing communicative competence through practical tasks and cultural knowledge integration Each unit features a Communication and Culture/CLIL section, comprising two essential components.
Everyday English provides concise dialogues and useful phrases for common situations, including giving directions, expressing sympathy, apologizing, and making suggestions The lessons are designed to help students internalize frequently used expressions, enabling them to apply these phrases naturally in real-life contexts.
The Culture/CLIL section enriches the unit theme by incorporating cultural and interdisciplinary content, including articles on English-speaking countries and insights from subjects like History, Geography, and Science For instance, Unit 8 addresses American teenage independence, Unit 9 delves into social issues such as charity, and Unit 10 offers scientific knowledge about ecosystems This approach not only promotes cultural awareness but also encourages interdisciplinary thinking and enhances language skills.
The Role of AI and Instructional Videos in Foreign Language Teaching
Video is a powerful tool in foreign language education, effectively illustrating communication scenarios and cultural contexts Unlike traditional textbooks, short videos showcase body language, facial expressions, and social settings They enhance students' learning of Everyday English by providing authentic pronunciation and insights into speaker interactions Additionally, for cultural or CLIL content, videos offer real-life visuals of countries, people, and scientific experiments, bridging classroom knowledge with real-world experiences and fostering an understanding of cross-cultural differences.
Artificial intelligence (AI) has become an essential resource for teachers in content creation, significantly simplifying the process of preparing instructional videos Previously, this involved time-consuming tasks such as scriptwriting, sourcing images, voice recording, and video editing, which required technical expertise However, with tools like ChatGPT, educators can quickly generate relevant and well-structured dialogues and lesson content As a cutting-edge AI language model, ChatGPT allows teachers to enhance their preparation process while preserving creativity and pedagogical effectiveness.
Platforms like Canva offer intuitive tools for creating engaging educational videos, featuring built-in templates, animations, and a drag-and-drop interface Teachers can effortlessly merge AI-generated dialogues with visual elements like characters, backgrounds, and icons to produce vibrant, context-rich content Additionally, Canva enables the inclusion of subtitles, voiceovers, and music, significantly enhancing the audiovisual experience for learners.
When integrated with AI-generated scripts, Canva becomes a powerful tool that helps educators visualize communicative scenarios in a professional yet accessible way-without requiring advanced technical skills This combination of
AI and digital design platforms enables teachers to produce high-quality teaching materials in less time, while maintaining content relevance and creativity
By leveraging both AI and Canva, foreign language teachers can transform traditional textbook dialogues into dynamic, interactive lessons that are more appealing and memorable for students.
The Integration of Educational Technology in Language Teaching
The emergence of Industry 4.0 has created new opportunities for technology integration in education, particularly through AI tools and multimedia platforms that enhance instruction and student engagement Mayer’s Cognitive Theory of Multimedia Learning (2001) emphasizes that combining verbal and visual inputs can greatly improve comprehension and retention Utilizing platforms like Canva, educators can produce animated and visually engaging instructional videos with subtitles and voiceovers, enabling students to better visualize language in context.
Multimedia learning caters to various learner needs by converting traditional text-based lessons into engaging, sensory experiences In particular, communicative English lessons benefit from these tools, offering students authentic and interactive exposure to the target language.
PRACTICAL RATIONALE
The Ministry of Education and Training of Vietnam has introduced the 2018 General Education Curriculum, focusing on the development of core competencies and moral qualities in students A key competency emphasized is the ability to utilize information and communication technology (ICT), which is essential across various subjects Consequently, teachers are encouraged to actively integrate ICT into their teaching practices, thereby modeling digital literacy for students and fostering a modern, dynamic learning environment.
Co Do High School has established essential infrastructure to support innovative teaching methods, with classrooms featuring projectors and multimedia facilities The school leadership actively encourages teachers to explore creative approaches, creating a strong foundation for the successful implementation of this initiative.
The Everyday English sections in the English 11 - Global Success textbook are concise and do not include publisher-provided video materials Consequently, videos created by teachers become essential supplementary resources that enhance classroom instruction and help establish a collective repository of instructional content for this textbook.
The integration of AI, specifically ChatGPT, for dialogue generation and Canva for video visualization is both practical and in harmony with contemporary educational trends This method is supported by established theories of communicative language teaching and learner-centered pedagogy.
CURRENT SITUATION BEFORE IMPLEMENTING THE
Student Perspective
Many students displayed a lack of enthusiasm for the short dialogue section in Communication and Culture/CLIL lessons, expressing through informal discussions that the textbook dialogues were often too simple While they could easily fill in blanks or memorize these dialogues, the activities failed to leave a lasting impression When it came to role-plays or creating similar dialogues, students felt shy and hesitant to practice speaking, citing uncertainty about the context, fear of mispronunciation, and a perception that the tasks were dry and unengaging.
A recent survey indicated that only about 50% of students found the dialogue section at the end of each unit engaging, with the remainder describing it as 'a bit boring' or 'not very new.' This lack of interest is attributed to the repetitive nature of the content, which often mirrors similar structures from the textbook, thereby restricting its relevance to real-life scenarios For instance, after finishing Unit 2 on asking for and giving permission, only a small number of students felt confident in using polite request structures in actual situations.
Instead, they often reverted to speaking Vietnamese or using basic English words that did not reflect the structures they had learned.
Teacher Perspective
From a teacher's perspective, teaching Everyday English poses several challenges Although the textbook includes model dialogues and functional phrases, it lacks visual aids and contextual suggestions for implementation Consequently, educators must invest extra time in developing supplementary activities, creating visual contexts, and thoroughly explaining dialogue situations This can be particularly time-consuming, especially when managing multiple classes with restricted preparation time.
Many teachers find it challenging to engage students during lessons due to the short and repetitive nature of textbook dialogues This often leads students to approach activities passively, viewing them as rote exercises instead of genuine communication opportunities The lack of dynamic supporting materials, such as videos or role-play models, hinders students' ability to visualize real-life applications of the phrases, ultimately reducing the lesson's effectiveness.
Many teachers lack the confidence or experience needed to create digital teaching materials, often perceiving the design of visualized dialogue videos as requiring advanced technical skills or professional software This apprehension frequently results in a dependence on traditional teaching methods, such as reading aloud or textbook-based role-play, which can restrict the effectiveness of Everyday English lessons.
Facilities and Learning Habits
At Co Do High School, while projectors and TVs are present in numerous classrooms, the integration of videos in English lessons is minimal This limitation stems from teachers' lack of prepared materials and their hesitation to invest time in creating them Conversely, students are used to engaging with videos for entertainment outside of school, leading to a loss of focus and distraction when lessons depend exclusively on textbooks.
Classroom observations indicated that students tended to lose interest after approximately 20 minutes in lessons that relied solely on the board and textbook In contrast, lessons incorporating short videos or images, especially in skill-based classes, maintained student engagement more effectively.
- students were more attentive and actively engaged This highlights the limitations of traditional methods that lack dynamic visual elements.
Student Learning Outcomes Before the Initiative
A review of speaking and writing test results on Everyday English structures revealed that while students excelled in written situational exercises due to memorized phrases, they faced challenges in real-time communication.
In the midterm speaking test featuring pair role-plays, only around 50% of student pairs effectively utilized the target expressions, including making offers, requesting permission, and giving compliments The remaining pairs either completely omitted these expressions or employed them incorrectly, often neglecting the subject, using unsuitable vocabulary, or failing to incorporate polite forms.
This suggests that the previous method did not help students internalize the expressions or convert them into personal communication skills
Prior to this initiative, our school's teaching and learning of Everyday English encountered significant challenges, including student disinterest and difficulty in applying knowledge, a lack of effective solutions from teachers, and underutilization of available technological resources These issues necessitated a creative approach to develop engaging, lesson-aligned materials that are practical within the school's environment.
Motivated by the need to enhance communication skills and cultural awareness among Co Do High School students, I decided to explore an innovative solution that combines AI (ChatGPT) with Canva to create instructional videos This approach aims to effectively tackle the challenges faced in English lessons.
SOLUTION IMPLEMENTED
General Idea of the Solution
To enhance the learning experience, I developed additional dialogues for each communicative function, making them relevant to students' real-life situations Utilizing ChatGPT as an AI assistant, I efficiently drafted these dialogues Once the script was complete, I employed Canva to create engaging short animated videos, ranging from 40 seconds to 2 minutes, featuring visuals, voiceovers, and dynamic elements These videos were designed as supplementary materials for the Everyday English section.
In class, videos were utilized to visually illustrate communication situations, model pronunciation and intonation, and boost student engagement Following the video presentations, students engaged in discussions and practiced dialogues derived from both the video and textbook content This approach effectively integrates technology and pedagogy, aiming to enhance both comprehension and application skills.
Implementation Steps
To effectively prepare for the lesson, I analyzed the content and identified the necessary dialogue scenarios by reviewing both the teacher's and student's books This allowed me to pinpoint the communicative focus of the Everyday English section, such as 'Offering help and responding' in Unit 1 I then selected relevant contexts that align with the unit theme, specifically focusing on elderly care for the topic of 'A long and healthy life.'
In Step 2, I utilized ChatGPT to generate sample dialogues by providing specific prompts, such as requesting a 6-8 line conversation between two 11th-grade students discussing help in a real-life scenario using simple English The AI produced various versions, which I then refined for grammatical correctness and cultural relevance.
To design the video using Canva, I chose an appropriate template and background, such as a schoolyard or home setting I incorporated speech bubbles, character expressions, and relevant visuals for each dialogue line, ensuring text clarity with a font size of 24pt or larger I recorded voiceovers myself or utilized text-to-speech tools with suitable English accents and pacing Selective transitions and background music were added to enhance the video's appeal Finally, I exported the videos in MP4 format at 720p, keeping the file size between 5-15 MB, and labeled them according to the unit.
In Step 4, it is essential to create lesson plans that incorporate videos effectively Each lesson focused on Communication and Culture/CLIL should feature a brief warm-up, video viewing, guided discussions with specific questions, and engaging role-play activities For instance, questions like “What phrase did character A use to offer help?” can stimulate thoughtful discussions among students.
B respond?” to ensure purposeful viewing
In Step 5, I conducted the lesson by introducing the scenario and playing the video twice—first for general understanding and then to emphasize key phrases Students engaged by answering prepared questions and discussing in pairs, followed by role-playing the scene or a variation Selected pairs performed for the class, focusing on mimicking intonation and gestures After the lesson, I reflected on both successes and areas for improvement.
How the Solution Addresses Identified Limitations
The proposed solution was specifically designed to directly address the limitations identified in the current situation:
- The engaging visuals in the videos help students stay focused, increasing interest and motivation Animated characters and clear scenarios make it easier for students to visualize and retain dialogues
- Voiceovers with standard pronunciation enable students to improve their listening and speaking skills, mimicking natural intonation and moving beyond the limitations of reading scripts silently
Students tend to engage more actively when watching videos instead of listening to teachers read, as videos provide a shared experience for all learners This format allows every student to observe model dialogues simultaneously, ensuring equal learning opportunities for everyone, rather than limiting the experience to just a few pairs during role-play activities.
- For teachers, using ChatGPT enables the rapid creation of diverse dialogue scripts, avoiding repetition and saving preparation time This allows teachers to focus on editing and pedagogical adaptation
- Each video can be reused in future lessons or shared with colleagues, ensuring long-term sustainability and minimizing repeated effort.
Product Illustration
I completed a total of five videos for the first five units Each video is approximately 1 to 2 minutes in length and closely aligns with the unit’s communicative function Examples include:
- Unit 1 (Offering Help): A video illustrating Sarah and her sister Emma discussing healthy eating habits Sarah mentions her struggle in preparing balanced meals
- Unit 2 (Giving Permission): A video where Nga asks her father if she can borrow his motorbike to attend a concert
- Unit 3 (Expressing Certainty/Uncertainty): A scene where Lisa and Phong debate whether robots will replace teachers in the future
In Unit 4 (Compliments), a video showcases Minh, a Grade 11 student, who has successfully delivered a presentation on ASEAN's role in fostering regional cooperation His classmate Linh praises his efforts, highlighting her admiration for his insightful presentation.
- Unit 5 (Warnings): A discussion between Mai and her friend Hoang in their environmental science class Mai warns Hoang about the dangers of deforestation contributing to climate change
(Further specific examples of how these videos were used will be presented in the upcoming section on Teaching Methods.)
The solution is meticulously designed, featuring tangible products such as videos, and adheres to a structured implementation process In the following section, I will outline the application of these videos in class for each unit and showcase the observed results to illustrate the initiative's feasibility and effectiveness.
TEACHING METHODS - SPECIFIC IMPLEMENTATION FOR EACH
To enhance the solution's effectiveness, I designed a customized teaching strategy that seamlessly incorporates AI-generated videos into the lesson flow Here’s an overview of the sample lesson plan for the Everyday English section of Units 1 to 5, highlighting the integration of these AI videos.
Before the Lesson (Preparation): The teacher thoroughly studies the
Communication section in the textbook to identify the intended learning objectives
(communicative language input, language functions, situational context, etc.) Based on this analysis, the teacher then drafts the script for the AI-generated video accordingly
Unit 1: A Long and Healthy Life - Everyday English: Offering help and responding
Situation: Offering Help with Healthy Meal Planning
Context: Sarah and her sister, Emma, are discussing healthy eating habits
Sarah mentions she’s been struggling to prepare balanced meals
Emma: I heard that you are struggling to prepare balanced meals for a healthier eating habit Is there anything I can do for you?
Sarah: That’s very nice of you Could you help me plan the meals for the week?
Emma suggests concentrating on foods abundant in vitamins, fiber, and protein She offers to provide a straightforward meal plan and collaborate on finding easy recipes.
Sarah: Thank you so much! This will definitely help me stay on track with my health goals
Unit 2: The Generation Gap - Everyday English: Asking for and giving permission
Situation 2: Asking for Permission to borrow motorbike
Context: Nga is asking her dad if she can borrow his motorbike to go to the concert
Nga: Dad, can I borrow your motorbike to go to the concert? The concert is quite far from our house
Dad: I’m afraid you can’t, Nga It’s not safe to ride a motorbike alone that far Besides, I have to go to work in the morning
Nga: I understand, Dad But the concert is in the afternoon, and I will go with my cousin, Phong I promise we’ll be careful
Grandmother: Well, if you go with Phong, I suppose it’s okay But make sure you must come home before 10pm
Nga: Thanks so much, Dad! I won’t be long
Unit 3: Cities of the Future - Everyday English: Expressing certainty and uncertainty
Situation: Robots will replace human in classroom in the future
Context: Lisa discusses with Phong that in the future robots will replace teachers in classroom
Lisa: I think in the future, there will no more human teachers in classroom Phong: Why do you think so?
Lisa: I think that teaching robots will replace human in school
Emotion and empathy distinguish humans from robots, as machines cannot genuinely comprehend or respond to human feelings.
Unit 4: ASEAN and Vietnam - Everyday English: Giving and responding to compliments
Situation: Complimenting a Presentation on ASEAN
Minh, a Grade 11 student, recently delivered an impressive presentation on the significant role of ASEAN (Association of Southeast Asian Nations) in fostering regional cooperation His insightful analysis captivated his classmate Linh, highlighting the importance of ASEAN in promoting collaboration among Southeast Asian countries.
Linh: Minh, that was an excellent presentation on ASEAN! You made everything so clear and easy to understand!
Minh: Thank you so much, Linh! I really appreciate your kind words I spent a lot of time researching the topic to make sure I covered the key points I’m glad it was helpful
Linh: You definitely did a great job I learned a lot from your presentation, especially about the role of ASEAN in promoting peace and stability in the region
Minh: I’m glad you enjoyed it!
Unit 5: Global Warming - Everyday English: Giving and responding to warnings
Situation 1: Warning About the Effects of Deforestation
In their environmental science class, Mai emphasizes to her friend Hoang the critical issue of global warming, highlighting the significant dangers posed by deforestation She explains how the loss of forests is a major contributor to climate change, urging the importance of addressing this environmental challenge to protect the planet's future.
Mai: Hoang, we really need to be careful about deforestation If we keep cutting down trees at this rate, it will only accelerate global warming
Hoang: I know, but I didn’t realize how serious it was I thought that as long as we plant new trees, it wouldn’t be a big deal
Planting new trees is not a straightforward solution, as it takes decades for them to mature and effectively absorb carbon Additionally, deforestation results in habitat loss for wildlife and disrupts local ecosystems.
Hoang: Thanks for the warning, Mai I didn’t fully understand how much damage deforestation causes I’ll definitely be more mindful about it from now on
To kick off the lesson, the teacher engages students with thought-provoking questions about the unit's communication theme, such as, “How do you usually respond when someone compliments you?” After a brief 1-2 minute discussion, the teacher transitions to the next activity by introducing a short video that relates to the topic at hand.
This method ignites students' curiosity and engagement right from the start, encouraging them to concentrate on the video The teacher can then explain, “In English, it is courteous to reply when someone compliments you Let’s observe how Student A responds to a compliment in the video.”
To effectively present communicative content through video, the teacher plays a pre-designed AI-generated video on the classroom screen for seven minutes It is crucial to organize the viewing process carefully; students should first watch the entire video without interruptions to grasp the overall message During this initial viewing, they are assigned a specific focus, such as paying attention to the discussion between the two characters.
After the initial viewing, the teacher can replay the video, pausing at crucial moments to pose questions or clarify challenging vocabulary, utilizing tools like Mootion to enhance understanding For example, after Character A makes a suggestion, the teacher might ask, “What did Character A just suggest?” This encourages student responses, allowing the teacher to confirm and highlight the expression of suggestions in English The video continues until Character B responds, prompting another pause for the teacher to inquire, “How did Character B respond?”
B reply?” - thus highlighting language patterns for accepting or refusing suggestions
This interactive method promotes active student engagement with video content, moving away from passive viewing It also enables teachers to explain new language concepts within the framework of real conversations, fostering a deeper understanding.
Research shows that video-based instruction enhances learning outcomes when learners engage actively with the content instead of just watching it passively.
This combined approach of visual aids and brief discussions during presentations effectively delivers engaging content, ensuring that students understand the key learning points.
In the guided practice phase lasting 8 minutes, the teacher facilitates communicative activities that build on the context and dialogue models presented in the video, ensuring students effectively apply the learned content.
In the "Listen and Repeat" activity, the teacher plays a video without sound or subtitles, encouraging students to vocalize the characters' lines together This collaborative "dubbing" exercise enhances students' pronunciation and intonation skills while providing visual support, ultimately boosting their confidence in speaking.
ACHIEVED RESULTS
After one semester of implementing the initiative "AI + Video" in teaching
Everyday English (Units 1-5), I collected and analyzed results related to students’ engagement, communicative skill improvement, and feedback The outcomes were highly positive and can be summarized as follows:
A survey involving 44 Grade 11 students was conducted to evaluate the effectiveness of a teaching method that incorporated AI-assisted illustrative videos in the Everyday English section The survey comprised 8 questions focused on students' experiences and the overall impact on their learning The detailed results for each question are presented below.
Question 1: How do you feel when studying the Everyday English section with illustrative videos?
The chart illustrates the distribution of student responses, revealing that 75% of students (33 individuals) selected "Love it," while 20% (9 students) chose "Like it." Only 5% (2 students) felt "Neutral," and notably, no students selected "Dislike it." This data indicates a strong enthusiasm among the majority of students for learning with video support, highlighting a clear preference for this method The absence of any negative feedback further confirms the positive reception of the AI video-assisted approach in the lesson.
Question 2: The videos help me better understand the communication situations in the lesson
Results: 25 students (57%) "Strongly agree", 18 students (41%) "Agree",
A survey revealed that 98% of students agreed that videos enhance their understanding of lessons, with over half expressing strong agreement Notably, no students disagreed, highlighting the significant value placed on videos for clarifying the communicative context of lessons.
Question 3: Learning through videos helps me remember communicative sentence patterns more effectively
Results: 30 students (~68%) "Strongly agree", 13 students (~30%)
The overwhelming majority of students, approximately 98% (43 out of 44), believe that learning through videos significantly enhances their ability to remember sentence patterns, with a notable number expressing strong agreement Only one student, about 2%, disagreed, indicating a strong consensus on the effectiveness of video-based learning for memory retention.
Question 4: When learning through videos, how do you feel?
The chart shows the distribution of responses for this question Accordingly,
21 students (48%) felt "More confident when speaking English", 22 students
(50%) found it "Easier to understand than reading from textbooks", only 1 student (2%) felt "Not much different", and no student felt "Hard to follow"
Videos provide significant advantages in education by enhancing communication confidence and simplifying lesson comprehension, with students evenly valuing both benefits Additionally, the overwhelming majority of students reported that learning through videos was either beneficial or easy to follow, highlighting the positive influence of this method on their overall learning experience.
Question 5: How interested are you in participating in post-video activities (role-play, repetition, scenario transformation, etc.)?
The survey results revealed that 50% of students were "Very interested" and 48% were "Interested" in the activities, with only 2% remaining "Neutral" and no students indicating "Not interested." Almost all students (97.9%) expressed a desire to participate in post-video activities, with around half showing extreme interest This indicates a strong willingness among students to engage in interactive activities that reinforce their learning, with no signs of indifference.
Question 6: How often do you apply the Everyday English expressions you've learned to real-life communication outside the classroom?
Results: 29 students (66%) answered "Frequently", 14 students (32%)
"Occasionally", 1 student (2%) "Rarely", and no student chose "Never"
A significant 98% of students, or 43 out of 44, utilize the expressions they've learned in real-life situations at least occasionally, with approximately two-thirds (29 students) applying them frequently Remarkably, only one student uses these expressions rarely, and none of the students fail to apply them, indicating that English is actively used outside the classroom.
Question 7: Compared to traditional methods, learning with videos helps me learn more effectively
A total of 24 students (55%) "Strongly agree" and 20 students (45%) "Agree" that learning with videos is more effective than traditional methods, resulting in 100% agreement among the 44 students surveyed Notably, no students expressed uncertainty or disagreement, highlighting the unanimous appreciation for the effectiveness of video-assisted learning.
Question 8: Do you want to continue learning the Everyday English section through videos in future lessons?
A survey revealed that 77% of students (34 out of 44) expressed a strong desire to continue learning Everyday English through videos, while 23% (10 students) were uncertain Notably, no students indicated a lack of interest in this method, highlighting a unanimous enthusiasm for incorporating illustrative videos in future lessons.
The survey results indicate that students have a highly positive response to the use of AI-assisted illustrative videos in the Everyday English section Students report increased engagement and enjoyment with this innovative learning method, leading to better understanding and retention of lesson structures They also feel more confident in their communication skills, actively participate in post-video activities, and effectively apply their knowledge in practice The overwhelming consensus is that this approach is significantly more effective than traditional methods, with virtually no negative feedback Students express strong support for continuing to learn with videos in the future, highlighting the success of integrating AI-assisted illustrative videos in creating an engaging and effective learning experience that aligns with their needs and enthusiasm.
To assess the effectiveness of using AI-generated videos in teaching the
A survey involving 22 English teachers was conducted to assess their opinions on the "Everyday English" section of the English 11 textbook, specifically evaluating the effectiveness of AI videos in teaching The findings highlighted the impact of these videos on student learning, the benefits they provide to teachers, and their potential for scalability in educational settings.
Question 1: "How do you evaluate the effectiveness of using AI- generated videos in the Everyday English lessons?"
A significant majority of teachers, 73% (16 out of 22), rated the integration of AI-generated videos in teaching as very effective, while 27% (6 out of 22) found it effective Remarkably, none of the teachers considered the method to be average or ineffective, highlighting a strong consensus on its effectiveness in education.
Question 2: "Do the videos help students understand the context and communication structures in the lessons better?"
A survey of teachers revealed unanimous support for AI-supported videos as effective educational tools, with 68% of teachers strongly agreeing and 32% agreeing that these resources enhance students' understanding of context and communication situations The findings indicate that AI-generated videos significantly aid in lesson comprehension and facilitate a more visual and effective absorption of language content.
Question 3: "Do students engage more actively in activities after watching the videos (practice, role-play, discussion, etc.)?"
The introduction of AI videos in lessons significantly enhanced student engagement, with 77% of teachers reporting active participation in activities following the video, while 23% noted some level of activity Notably, no teachers indicated that students were only moderately engaged or inactive, highlighting the effectiveness of AI videos in fostering enthusiasm and involvement in post-video activities like conversation practice, role-playing, and discussions.
Question 4: "How do the videos support teachers in innovating their teaching methods?"
A significant majority of teachers recognize the benefits of AI-generated videos in enhancing teaching methods, with 82% of teachers reporting increased student participation and improved communication during lessons Additionally, 73% noted that these videos help save preparation time Only 5% of teachers felt that the videos offered minimal support Overall, the consensus is that AI-generated videos provide valuable advantages, including boosting student engagement, clarifying lesson contexts, and assisting teachers in their preparation efforts.
Question 5: "Do tools like ChatGPT and Canva help teachers quickly and easily create videos?"