Speaker
Description
Issue: It is now relatively easy to produce speech drafts in English by using AI translation(machine translation & translation by generative AI). Nevertheless, such speech drafts would not make much sense if students do not understand them well. Students may be able to ask questions to generative AI if there is anything unclear about the drafts. However, generative AI is useless unless they raise questions, and it remains silent if they don’t. Also, most learners need encouragement from their teachers to actively raise questions. This is where the presenter suggests that the division of labor between AI and teachers is effective.
Activity: The presenter let college students whose English proficiency levels are CEFR A1-A2 prepare speech drafts for their short presentations in English by using DeepL (free version). They were required to raise questions about the English produced by DeepL to enhance their comprehension, and the presenter answered those questions. The students gave presentations in class without looking at their speech drafts.
Research: The presenter categorized the students' questions. The presenter also checked if the questions could have been appropriately answered by ChatGPT(3.5).
Results: The presentations were successful overall despite the limited English proficiency of the students. It was found that they had relatively basic questions, many of which could be solved by ChatGPT. It was also found that some questions were not appropriately answered by ChatGPT.
Implications: An important role of English teachers in the era of AI is to provide opportunities for learners to actively examine and digest the output of AI translation. It will help them be independent learners of English. Teachers can also take questions that are not solved by generative AI.
| Keywords | AI translation, teachers’ role |
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