Speaker
Abstract section 1: Relevance
Presentation-Practice-Production (PPP) is a model where teachers introduce new structure, guide controlled practice, and encourage freer production (Harmer, 2007; Scrivener, 2011; Richards & Rodgers, 2014; Anderson, 2017). In the GenAI era, however, learners may rely on GenAI to generate responses, potentially bypassing the cognitive processing essential for language acquisition and reducing PPP’s effectiveness (Kasneci et al., 2023; Pan, 2024; Deep, 2025). This presentation proposes integrating guided GenAI use within the PPP framework to sustain meaningful language learning. Students are guided to use GenAI to enhance their language learning effectively, rather than relying on it to complete tasks without genuine engagement.
Abstract section 5: References
Anderson, J. (2017). A potted history of PPP with the help of ELT Journal. ELT Journal, 71(2), 218–227. https://doi.org/10.1093/elt/ccw055
Chandel, P., & Lim, F. V. (2024). Generative AI and Literacy Development in the Language Classroom: A Systematic Review of literature. Ubiquitous Learning an International Journal, 18(2), 31–49. https://doi.org/10.18848/1835-9795/cgp/v18i02/31-49
Danesi, M. (2023). AI in Foreign Language Learning and Teaching: Theory and Practice. In Nova Science Publishers eBooks. https://doi.org/10.52305/nsei4745
Deep, P. D., & Chen, Y. (2025). The role of AI in Academic Writing: Impacts on writing skills, critical thinking, and integrity in higher education. Societies, 15(9), 247. https://doi.org/10.3390/soc15090247
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83–107. https://doi.org/10.2307/40264512
Harmer, J. (2007). How to Teach English (2nd ed.). Pearson Longman.
Hockly, N. (2023). Artificial intelligence in English language teaching: The good, the bad and the ugly. RELC Journal, 54(2), 445–451. https://doi.org/10.1177/00336882231168504
Kasneci, E., Sessler, K., Küchemann, S., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 6, 100174. https://doi.org/10.1016/j.caeo.2024.100174
Lee, S., Choe, H., Zou, D., & Jeon, J. (2025). Generative AI (GenAI) in the language classroom: A systematic review. Interactive Learning Environments, 34(1), 335-359. https://doi.org/10.1080/10494820.2025.2498537
Li, S. (2025). Generative AI and second language writing. Digital Studies in Language and Literature, 2(1), 122–152. https://doi.org/10.1515/dsll-2025-0007
Mollick, E. R., & Mollick, L. (2023). Using AI to implement effective teaching strategies in classrooms: Five strategies, including prompts. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4391243
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041
Pan, F. C. 2. J. (2024). AI in Language Teaching, Learning, and Assessment. In Advances in educational technologies and instructional design book series. https://doi.org/10.4018/979-8-3693-0872-1
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Scrivener, J. (2011). Learning Teaching (3rd ed.). Macmillan.
Wang, C., & Wang, Z. (2025). Investigating L2 writers’ critical AI literacy in AI-assisted writing: An APSE model. Journal of Second Language Writing, 67, 101187. https://doi.org/10.1016/j.jslw.2025.101187
Abstract section 2: Contribution/research questions
This presentation proposes an adapted Presentation–Practice–Production (PPP) model that embeds GenAI across all instructional stages. Rather than delivering explanations, practicing and producing target structures directly, teachers guide learners to use GenAI as a tool for discovery, interaction, corrective feedback, and role-play. The new model positions GenAI as a scaffold that supports active exploration, critical verification, and meaningful language production, while preserving learners’ cognitive engagement, and responsible use of AI in the language classroom.
Abstract section 4: Outcomes/results
This presentation explores how PPP can be reimagined for the GenAI era by integrating AI into every stage of the lesson. In Presentation, students prompt GenAI to notice and explore language structures. In Practice, GenAI supports form-focused learning through guided interaction. In Production, learners use GenAI to generate ideas, verify information, and role-play, enabling meaningful communication and corrective feedback. Drawing on relevant pedagogical theories and previous studies, the presentation demonstrates how this adapted PPP model can make language learning more interactive, effective, and engaging while opening new possibilities for AI-supported instruction.
Abstract section 3: Content/method
This presentation demonstrates how the PPP model can be adapted in the GenAI era. It shows how teachers can guide students to use GenAI to notice target structures, practice language structures interactively, receive corrective feedback, and engage in meaningful communication. The presentation also explains the pedagogical rationale behind every step and discusses how GenAI literacy principles can help ensure that AI supports active learning rather than passive dependence.
| Title | Revisiting Presentation-Practice-Production in GenAI era |
|---|---|
| Teaching Context | College and university education |