Exploring Artificial Intelligence and Design Thinking in English Language Teaching

Introduction

Before starting Module 1, I was excited and unsure about what I would learn. I had heard about artificial intelligence (AI) and its increasing role in education, but I didn’t fully understand how it could be used in English language teaching. My expectations were to gain a general idea of what AI is and how it works, but I didn’t imagine how practical and relevant the content would be for my future as a teacher. This module provided a solid introduction to AI and helped me see its real value in the classroom. I also discovered a new and inspiring approach called design thinking, which focuses on creating learning experiences centered on students’ needs and ideas.

What were the most important concepts you learned?

One of the most important concepts I learned in this module was the role of Artificial Intelligence (AI) in education, especially tools like Large Language Models (LLMs) such as ChatGPT, Gemini and Claude AI. These tools can support both teachers and students in many ways — from generating lesson ideas and grammar explanations, to simulating conversations or creating interactive learning tasks. I also learned about Prompt Engineering, which is the technique of crafting effective questions or commands to get more accurate and relevant responses from AI tools. Another key concept was understanding the ethical use of AI and being aware of its limitations, such as the risk of providing incorrect or invented information, also known as AI hallucinations.

How did these concepts challenge your previous understanding of English language teaching?

These concepts challenged my previous understanding of English language teaching. Before this module, I saw teaching as something more structured and dependent on textbooks, lesson plans, and clear-cut grammar exercises. I didn’t consider that technology, especially AI, could become such an active and flexible part of the learning process. I used to think that integrating digital tools meant showing videos or using online quizzes. Now I understand that AI can do much more — it can adapt to students’ individual needs, provide instant feedback, and even help design creative and meaningful projects.

How do you plan to apply these concepts in your future teaching?

In my future teaching, I plan to apply these concepts in different ways. First, I want to use AI to generate personalized practice activities for students, based on their learning levels and interests. I also plan to use prompt engineering to create activities where students interact with AI to practice writing or speaking in English. For example, students could write a dialogue with ChatGPT or ask it to help them brainstorm ideas for a writing assignment. Most importantly, I want to teach my students how to use these tools responsibly and critically, so they can take advantage of technology without depending on it blindly. I believe this combination of AI and critical thinking will make the learning process more engaging and effective.

Conclusion and key learnings:

The learning experience in the Artificial Intelligence and Design Thinking module reveals a significant transformation in the understanding of teaching English as a foreign language.
The integration of AI technologies, particularly Large Language Models (LLMs) such as ChatGPT, represents an evolution in the teaching role. Teachers are moving from being transmitters of knowledge to facilitators who must master both technological tools and the ability to teach their critical and responsible use. This transformation entails the development of new skills, especially in prompt engineering, that maximize the effectiveness of interactions with AI systems.
The concept of learning personalization emerges as one of the most significant benefits of this technological integration. This personalization is complemented by the Design Thinking approach, which places students' needs and ideas at the center of the educational design process.
However, the implementation of these technologies must be accompanied by the parallel development of critical thinking. It is essential to recognize the limitations of AI, including the phenomenon of "hallucinations" or the generation of incorrect information, and to promote responsible use that avoids blind reliance on these tools.

The balance between technological innovation and sound pedagogical principles is presented as a key element for successful integration. In short, the exploration of AI in English teaching demonstrates how new technologies can radically transform educational understanding and practice, provided that the holistic development of students is prioritized and the balance between innovation and sound pedagogy is maintained.