2. Teacher Education

I was invited as a speaker to the Seoul Metropolitan Office of Education, where I delivered a presentation on how to utilize "ChatGPT", a large language model (LLM), in an elementary English teaching context.

After providing a concise introduction to ChatGPT, I elucidated its potential integration into English classrooms, highlighting its roles in English Language Teaching (ELT), which encompass creating activities and tasks for the four language skills (Listening, Speaking, Reading, and Writing) across three stages (pre-, while-, post-); developing worksheets; and formulating test items and rubrics. During the session, I conducted live demonstrations of the program, offering practical prompts for educators to implement, along with supplementary resources related to ChatGPT that may prove beneficial.

• Lee, S. (2019). Applying AI technology and gamification to enhance learners' engagement in elementary English classrooms. KATE FORUM, 49(1), 19-21.

• In this paper, I, as a teacher-researcher, share my personal experiences in utilizing AI technologies and Gamification strategies for teaching English. These approaches are rooted in my belief that young learners' English education should be interactive and enjoyable. 

This material explores the concepts of multiliteracy and the project-based learning method. During this lecture, I elaborate on the expanded notion of literacy, which encompasses not only language skills but also fosters creative and critical thinking, intercultural awareness, diversity, and inclusion. I discuss these aspects in light of the evolving landscape of digital technology, which has the potential to shift the English Language Teaching (ELT) paradigm towards content-based and project-based language education. These approaches align closely with the revised national curriculum, emphasizing learners' problem-solving competencies. 

In this presentation, my primary focus was on the design of blended learning experiences in English Language Teaching (ELT), encompassing both online and offline components. This was a particularly pertinent topic during the pandemic. I presented a range of effective strategies for blended learning. To create a cohesive unit, I emphasized the importance of considering the 'natural order of language acquisition and learning.' This entails ensuring an abundance of input-based activities to establish the lesson's modality, followed by opportunities for students to engage in speaking and writing activities. Additionally, I highlighted the significance of tailoring online lessons to specific language skills (i.e., listening, reading, speaking, and writing). To provide practical guidance, I suggested several educational technologies that can be seamlessly integrated into the design and implementation of a blended English class.