Using Generative AI for Instructional Design in a World Language Classroom

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Author(s): Bryan R. Drost (Rocky River City Schools, USA)and Char Shryock (Education Leadership Consulting, USA)
Copyright: 2025
Pages: 36
Source title: Reimagining Intelligent Computer-Assisted Language Education
Source Author(s)/Editor(s): Marija Stevkovska (International Balkan University, North Macedonia), Marijana Klemenchich (International Balkan University, North Macedonia)and Nurdan Kavaklı Ulutaş (Izmir Demokrasi University, Turkey)
DOI: 10.4018/979-8-3693-4310-4.ch003

Keywords: Computer-Assisted Language Learning / Education / Educational Technologies / Information Science Reference

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Abstract

Emerging trends in education technology are revolutionizing both teaching and learning practices. These technology tools will have a significant impact on the design of classroom units of instruction and individual lessons. In this chapter, the authors explore how to use generative AI to create a proficiency-based unit of instruction aligned to ACTFL proficiency guidelines. The chapter is organized from a backwards-design perspective with the summative assessment designed as an integrated performance assessment. The chapter will show educators how to create the IPA first using AI tools and then show them how to develop authentic classroom activities to allow students to practice within the three modes of communication, interpersonal, presentational, and interpretive. Knowing that feedback is a key part of the recursiveness of instructional design in a world language classroom, the chapter will also discuss how to use generative AI to help support learning acquisition of the target language.

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Using Generative AI for Instructional Design in a World Language Classroom

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