By nigel P. Daly and Professor Yeu-Ting Liu (Published by Common Wealth, October 20, 2023; https://english.cw.com.tw/article/article.action?id=3545)
Generative AI tools like ChatGPT are now accessible to everyone and can help rural areas in Taiwan finally achieve a parity of language learning resources with urban regions.
The primary obstacle to higher performance in language education (and other core subjects) is motivation. Rural educators who embrace AI tools to craft innovative and motivational approaches can make a significant impact on their students’ learning potential.
At the AI Education 2030 conference a few weeks ago, President Tsai Ying-Wen (蔡英文) urged educators to integrate AI into education, especially for foreign language learning, to bridge the gap in opportunities for students to practice English. Principal Chen Zi-Li (陳姿利) from E-Mei Junior High School (峨眉國中) in Hsinchu echoed this sentiment, calling on rural educators to not only use AI tools to compensate for the lack of resources but also to transform rural areas into hubs of innovation.
In essence, generative AI tools can level the educational playing field in terms of both resources and innovation.
Leveling the Resource Playing Field
Online AI chatbots like ChatGPT, Bing Chat, and Google Bard, along with soon-to-be-integrated AI chatbot assistants in Google Cloud (Bard) and Microsoft Office (Copilot), provide users with unparalleled access to a knowledgeable assistant and tutor at any time. Students can seek clarity on vocabulary, grammar, paragraphs, essays, or presentation structures. They can also engage in real-time conversations in English with these chatbots, even experiencing real-time spoken interactions through ChatGPT’s newly added mobile app feature.
One enduring challenge for language learners is to find reading or listening material that is both 1. relevant and engaging for the learner, and 2. appropriate for their proficiency level.
Leveling the Innovation Playing Field
While Taiwanese publishers strive to design engaging and structured learning materials for students, the content in textbooks often follows a one-size-fits-all approach. And to students, textbooks represent work, not pleasure.
But imagine if innovative teachers encouraged students to ask ChatGPT to generate texts, conversations, or stories on subjects they’re passionate about? This level of personalization boosts autonomy, curiosity, and a sense of accomplishment.
For instance, if a textbook lesson revolves around food, creative teachers might instruct students to engage with the AI chatbot as a historical figure, like Abraham Lincoln or Steve Jobs, and conduct interviews about their dietary habits or even their opinions on local Taiwanese cuisine. Alternatively, they could prompt the chatbot to craft a story, be it a comedy, romance, or science fiction, centered on a particular theme while integrating specific vocabulary or grammatical structures.
However, to truly harness these benefits—or even elevate them—both teachers and students need proficiency in interacting with AI.
This skill, termed “prompting,” entails understanding how to communicate effectively with AI tools. While many might equate this to performing a Google search, it’s distinctly different. Prompting requires users to visualize the desired outcome and then provide the AI with sufficient context, details, and instructions to produce high-quality responses. Quality input leads to quality output.
Such human-AI collaboration is a cooperative endeavor. For it to be fruitful, it necessitates careful planning, akin to the preparatory stages of a writing exercise. Users must ask targeted questions that align with their objectives, such as crafting a romantic comedy about Taiwanese night-market delicacies.
Following best practices, if the initial output isn’t satisfactory, users should continue the conversation, refining their input until the AI offers a more suitable response. This interactive nature is why these tools are termed “chatbots.”
Prompting is more than just directing an assistant; it’s an active process of planning, inquiring, and evaluating aimed at achieving specific goals. This human-AI interaction aligns with the Chinese philosophy of learning, or xuéwèn (學問). At its core, prompting is about learning (xué 學) through inquiry (wèn 問). Yet, xuéwèn can also signify expertise, as in “His prompting showcases a lot of xuéwèn.” Furthermore, it can hint at a sense of curiosity, as in “I’m keen to discover more about his prompting skills.”
As seasoned educators are aware, the most formidable challenge in the learning trajectory is transitioning knowledge and abilities from short-term to long-term memory. The cornerstone for this shift is curiosity, as it sparks interest, motivation, and the effort required to unearth answers, thereby solidifying memory.
Therefore, educators play a pivotal role in fostering a sense of xuéwèn about AI within students. They must equip learners to engage with AI chatbots for language acquisition, application, and exploration.
Regrettably, discussions and education about AI in Taiwanese educational forums have been notably sparse. No cohesive efforts have been made to train educators about this groundbreaking technology with the potential to revolutionize education. This must change.
Educational institutions, boards, and especially thought leaders like Ms. Chen, are integral to championing local initiatives. These strategies will cultivate more effective, personalized, and forward-thinking learning methodologies. Only then will we see a leveling of resources between rural and urban settings. Only then will learners truly appreciate language instruction, finding it tailored to their interests. Only then will students embody a deeper xuéwèn about language.
(This piece reflects the author’s opinion, and does not represent the opinion of CommonWealth Magazine.)
