Click Me!
Click Me!
Activity Summary
This lesson will focus on the usage of tech-enhanced activities within an ESL classroom context. The context of this activity will be geared toward Intermediate English L2 learners in a college/university setting. This tech-enhanced activity will utilize two websites, Imagine.art and Google Jamboard to help mediate the tech-enhanced activities. The lesson will be split into two sub-activities. The first activity focuses on the student's ability to think creatively by expecting students to come up with short descriptive scenarios. The second activity focuses on students' ability to collaboratively define and describe AI-generated photos using descriptive language.
By the end of a 75-minute class period, students will be able to brainstorm creative ideas for English composition writing as well as think critically about pre-writing ideas for future writing assignments.
Context
This tech-enhanced activity is designed for university-level, B1 English L2 learners enrolled in an English composition course for multilingual speakers at an American university. Students' age may range may be between18-25 years of age. The students come from diverse linguistic backgrounds, some of which English may be a first language (For example, English-speaking African countries) and require more motivation to engage creatively in their writing. The goal is to enhance students' descriptive writing skills, and creative thinking, and motivate them to express themselves more vividly through text. Additionally, interpersonal, collaborative, creative, and critical thinking, and brainstorming skills be further honed as a result.
RATIONALE
Improving students' descriptive writing skills is essential for effective communication. By engaging students in descriptive writing activities using tech-enhanced activities, such as text-to-AI-generated photos, ESL instructors can increase motivation and interest in writing as well as provide students with English writing practice. According to the affective filter theory, learners' motivation and engagement play a crucial role in language learning success. By providing visually stimulating prompts and creating a supportive learning environment, we increase students L2 writing motivation and create opportunities for meaningful language practice. Additionally, this activity aligns with (TBLT) task-based theories by providing authentic and engaging tasks that promote language acquisition and proficiency development.
Technologies
For this tech-enhanced activity, students will need access to a digital devices such as a computer, laptop, tablet, or phone. Additionally, students will need to create accounts with the Imagine.art website for the AI image-generating tools as well as the Google Jam board website.
Preparation
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Familiarize yourself with text-to-AI-generated photo apps or websites and generate appropriate prompts that align with the design of the AI-generated images as well as ensure prompts align with the linguistic competence of the student group.
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Prepare clear instructions and guidelines for the writing practice, including criteria for assessment and feedback. as suggested in the procedure sections of this plan
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Well before students arrive, test the technology set up in advance to ensure smooth access to text-to-AI-generated photos during the lesson. Ensure that the instructor has already created their account and has generated an image for activity 1.
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Create a supportive and inclusive learning environment where students feel comfortable sharing their descriptive writing and receiving feedback from peers and the instructor.
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Make sure students are away that they will need the aforementioned technologies prior to this class meeting.
What is Imagine.art ?
Imagine.art is a website that uses AI generative tools to create text-to-image processes. The affordances of this website include serving as a place for brainstorming and critical thinking. Additionally, these ideas may be used in the preliminary stages of L2 writing.
Real-Time AI Image Generation Activity
Procedure 1:
In this activity, students will have the opportunity to practice L2 writing skills in the realms of creativity and descriptiveness by using the Imagine.art website's real-time image generation tool. The real-time generation tool utilizes the chat box where students may type L2 input describing a scene which would then be processed into an AI image. This activity will affect students in 2 ways (1) students will have the opportunity to practice the usage of descriptive language and will watch how the image constantly changes as the description becomes more or less vague and (2) students will likely be motivated by the opportunity to create an imagine from their imagination as well as seeing the success of their writing ability being developed into visual elements.
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Once the students have accessed the webpage, students will be asked to think of an idea or image and then provide 2-3 sentences describing that idea in detail within the website's tool. Instructors may check for student success by communicating with students about their image expectations and asking them to give feedback on whether they feel their attempt was successful or not.
Reverse AI Image Generation Activity
Procedure 2:
During this activity, students will have the opportunity to further practice descriptive writing skills by being presented with an AI-generated image and being asked to write a short description of how they would prop the AI tool to develop the image. This activity would highlight students' attention to detail as well as hone descriptive writing skills. The response should be provided on the Google Jamboard. There, students will be allowed to engage in interpersonal communication with peers and collaborate to ensure understanding of the activity. Peers are expected to communicate in class and provide verbal & written feedback.
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Prior to this activity, instructors will be expected to have created a short prompt for the AI tool and will need to have the generated image accessible to students. This image may be provided on a paper handout, PowerPoint, or pdf design. After reviewing the image, students will be expected to write their expected description of the generated photo on Google Jamboard. To check for descriptive language, instructors may call on students randomly to share their responses. In the case that students are struggling to provide descriptive language in their responses, the teacher may provide clues to elicit more brainstorming and critical thinking. If needed, the teacher may show students the prompt used to create the AI image.
What is Google Jamboard?
Google Jamboard is a digital whiteboard created by Google for collaborative purposes. The affordances of this website include collaboration, tech-mediated communication, as well as a digital tool for teaching purposes.
Google Jamboard is a digital whiteboard created by Google for collaboration purposes. It allows multiple collaborators to access and edit the page at a given time. Google Jamboard's affordances include being a place for collaboration, communication, and notetaking as well as a teaching materials resource for instructors. See how Google Jamboard will be used for
Slide 1
Slide 2
ACTFL Can Do Statements
1. I can write sentences using descriptive language in writing
2. I can brainstorm vivid ideas and describe them using English as an L2
3. I can think critically about attributing descriptions and characteristics to images in the L2
Additionally, students will be able to hone interpersonal skills within the L2 as a result of engaging in collaborative activities as provided in Activity Two and Activity Variation Three.
Introduction and Explaination of Activities/Student Account making
15 minutes
Tech-enhanced activity 1
20 minutes
Tech-Enhanced
Activity 2
20 minutes
Questions, Clarification, and Skill Check
20 minutes
Potential Activity Obstacles
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Technical issues with accessing text-to-AI-generated photos: Provide alternative prompts or allow students to use their own images for descriptive writing practice.
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Lack of motivation or engagement: Incorporate interactive elements such as peer collaboration (Jamboard or similar sites), group discussions, or additional gamified activities to increase student involvement.
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Time constraints: Adjust the duration of each activity or prioritize key tasks to ensure sufficient time for writing practice, questions, and feedback.
