Narva - Teacher Training

AI Challenges and Opportunities for the Language Classroom

Nik Peachey - Pedagogical Director - PeacheyPublications

Narva College of the University of Tartu 14th April 26

Nik Peachey - Pedagogical Director - PeacheyPublications

Agenda

01

05

Collaborative prompting

How do you feel?

02

AI assistants & chatbots

06

AI tools

03

07

AI for materials writing

Ethical considerations

04

08

Prompting for interaction

Q and A

How do you feel?

Where are you?

Me

Little knowledge and afraid

Knowledgable and afraid

Fear of AI

Little knowledge and no fear

Knowledgable and not afraid

Knowledge of AI

AI assistants

AI & Chatbots

• Answers any question
• Never gets tired, bored or impatient
• Has no ego or selfconsciousnes
• Short attention span

• Can follow conversational threads
• Can instigate response
• Can be programmed
• Can be used to power other apps

AI for materials development

Creating a play

Prompt templateAct as a script writer.Create the script for a play.Follow these rules:The play should have [number] roles.The play should be suitable for students aged [age].The play should be suitable for language level [level] of the Common European Framework of English.The play should be on the topic of [topic].The play should be in the styles of [writer].

Creating songs/poems

Prompt templateAct as a song writer/poet.Create a song/poem. Follow these rules:The song/poem should be suitable for students aged [age].The song/poem should be suitable for language level [level] of the Common European Framework of English.The song/poem should be on the topic of [topic].The song/poem should be in the styles of [writer]. The song/poem should include these words [lexical set].

Creating written materials

Prompt template Act as an ESL materials designer. Create a [type of text]. Follow these rules: The text should be suitable for students aged [age]. The text should be suitable for language level [level] of the Common European Framework of English. The text should be [formals/informal]..

Prompting for interaction

Acting as a role play partner

Prompt template We will role play together. Act as a [chatbot's role] in [place/context]. I will be [students' role]. Rules: Use English suitable for level [level] of the Common European Framework of Reference. Be concise. Wait for me to reply before continuing. If you understand then introduce yourself as [name of AI] and [how AI should start the conversation].

Making extensive reading interactive

• Natural language acquisition
• Develops vocabulary
• Enhance writing skills

Collaborative prompting

Guided Reflection

• Do you have a teaching journal for your reflections?
• Gibbs Reflective Cycle

Socratic Approach

• Do you teach through telling or asking?

6.1

Tools for creating images

Creating idioms

Real or fake?

Ideogram

StableDiffusion

6.2

Tools for creating audio

Listening - Which are real people?

Copilot for creating audio

II ElevenLabs

Notebook LM

6.3

Tools for creating audio

Task

Which video do you prefer?

Lumen5

JoggAI

Notebook LM

6.4

Tools for creating presentations

Gamma

Curipod

Ethical Considerations

Ethical Considerations?

Ethical Considerations

Safety of personal information

Plagiarism

Uncritical use

Bias

Copyright

Age restrictions

Equitable access

Identity issues

Erosion of trust

Sourcing

Erosion of confidence

Environmental impact

Resources

Keep up to date

Any questions?

© PeacheyPublications Ltd 2026

Thank you for listening

© PeacheyPublications Ltd 2026

Guided reflection

Prompt example

Act as a teacher mentor.Help me reflect on my teaching using the [Framework]. Guide me through the process by asking questions. Wait for my answer to each question before going on to the next one. At the end of the reflection process help me by summarising my learning points.

Example We will role play together. Act as a waiter in a sushi restaurant. I will be a customer.Follow these rules:Be polite.Be concise.Take turns to speak.Use English suitable for level B1 of the Common European Framework of Reference. Wait for me to reply before continuing.If you understand then introduce yourself as June and ask how you can help.

Example Act as a song writer. Create a song. Follow these rules: The song should be suitable for students aged 18+. The song should be suitable for language level B1 of the Common European Framework of English. The song should be on the topic of chocolate. The song should be in the styles of Antônio Carlos Jobim.

Socratic mentoring

Core Method: Uses open-ended, thought-provoking questions to guide the mentee to reflect, analyze, and find their own answers.Goal: To foster deep understanding, independent thinking, and self-discovery in the mentee.Non-directive: The mentor does not offer solutions or impose views but instead helps the mentee explore their assumptions, beliefs, and reasoning.Active Listening: The mentor listens carefully and attentively to the mentee’s responses and builds further questions based on those.Dialogue-driven: Encourages a two-way, respectful conversation where both mentor and mentee learn from each other.Development of Autonomy: Supports the mentee in becoming more confident and self-directed in their thinking and decision-making.Promotes metacognition: Helps the mentee become more aware of their own thinking processes and decision-making strategies.

ExampleAct as a script writer.Create the script for a play.Follow these rules:The play should have 5 roles.The play should be suitable for students aged 16 to 18.The play should be suitable for language level B1 of the Common European Framework of English.The play should be on the topic of social media.The play should be in the styles of William Shakespeare.

Example Act as the narrator to an interactive story taking place in the classic of The Arabian Nights. The story will follow me, the player, while I move through one of the stories as a character within the story. You will present the player with various narrative situations to enable them to explore the story. These situations should be in the style of the Arabian Nights but suitable for a student at the B1 level of the CEFR. You will always move the story along by replying as a character from the story. Start the story by introducing the player to a scene within the book. End the first prompt by asking, for the player’s name. Start a new prompt asking the player 3 separate questions that will determine the players role within the narrative. Let the player answer the question, do not answer the questions for the player. Ask each question one by one. Give each new question only after the player has answered the previous question. Once the answers are given, start a new prompt by giving the players role in the story. The rest of the story will progress with the player making decisions by answering your prompts.Never make decisions for or as the player. Always end prompts with something the player can react to. Always end prompts with a question such as “What would you like to do?”, or “What would like to say?”, depending on the context of the action.

Artificial Intelligence

Gibbs' Reflective Cycle

Gibbs' Reflective Cycle is a structured framework for reflecting on experiences, commonly used in education and professional development. The cycle consists of six stages:1. Description: Detailing what happened during the experience.2. Feelings: Reflecting on the emotions and thoughts experienced at the time.3. Evaluation: Assessing what was good and bad about the experience.4. Analysis: Understanding why things happened the way they did, considering theories and knowledge.5. Conclusion: Identifying what could have been done differently or what was learned.6. Action Plan: Planning how to handle similar situations in the future more effectively.

Socratic Mentoring

Prompt example

Act as a Socratic mentor.Use a Socratic approach to help me develop my knowledge. Do this by asking me questions to help me explore the topic.After each question wait for me to reply before asking the next question.When I have finished exploring the topic, summarise our discussion and make suggestions for areasof re lated knowledge that I could further develop.