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CRAYION.AI is an AI art generator that transforms your text descriptions into unique images in seconds. Previously known as DALL·E mini, Craiyon lets you create anything from abstract art to photorealistic images – simply type what you want to see and let our AI bring it to life.
How to use CRAYION.AI step by step.
How to use this tool in class?
How to use this tool in class?
The teacher presents the website Crayion.ai to the class, explains what it is used for, and demonstrates how to use it. In order to revise and practice future tenses (WILL/Going to) for predictions, intentions and future plans, Sts work in group of 3 to create a news report as if they were in 2100.
1.- Sts choose a topic from the list to make up the piece of news.
Topics:
Animals will learn to talk.
People are going to live under the ocean.
Schools will only exist in virtual reality.
Robots will play in the World Cup.
2. Write a headline (make it short and interesting).
Example: “Sharks Become Our New Teachers!”
3. Write your news report (4–5 sentences):
What is the event?
Who is involved?
Where is it happening?
How will it change the world?
Example: In 2100, robots will play football in the World Cup. Teams are going to be half human and half robot. The matches will be faster and more exciting than ever before.
4. Use Craiyon.ai to create a picture of your news story.
5. Present it to the class like real TV reporters.
BENEFITS FOR LANGUAGE TEACHING
Using Craiyon.ai in an EFL classroom is valuable because it makes learning more fun and interactive. According to Larsen-Freeman (2018), “students learn best when they are actively engaged in meaningful communication.” When learners see their sentences transformed into pictures, they can connect language with meaning more effectively. This kind of visualization helps students retain vocabulary and grammar structures by linking them to real or imagined contexts. Writing prompts for the AI also pushes learners to use English more precisely, improving both creativity and accuracy. As Dörnyei (2014) notes, “motivation and engagement are strengthened when learners have a personal investment in the task.” For example, the activity encourages teamwork and keeps students motivated, since they enjoy sharing and discussing the images their ideas produce.
THEORETICAL FRAMEWORK
This activity reaches the Modification/Redefinition stage of the SAMR model, since AI-generated images allow learners to complete a task that would be difficult with traditional methods—creating realistic “news from the future” visuals. As Choudhuri (2023) explains, “AI tools can move learning beyond simple substitution by enabling experiences that were previously impossible,” illustrating how technology can redefine classroom practice.
It also works at the highest level of Bloom’s taxonomy (Create), as students are not only applying grammar (will/going to) but also inventing original news stories, generating images, and presenting them. According to TeachThought Staff (2024), the “Create” level involves learners “putting elements together to form a novel, coherent whole or make an original product,” which aligns with this creative AI-based activity.
Finally, it develops students’ digital competence (DigCompEdu) by encouraging them to interact critically with AI tools, collaborate in groups, and produce creative digital content that connects language learning with real-world skills. Bekiaridis (2024) emphasizes that digital education “requires teachers and learners to engage responsibly with emerging technologies while fostering creativity and collaboration.” In addition, UNESCO (2023) highlights that generative AI “should be used to enhance human creativity and support learning, not replace it,” reinforcing the educational value of guided, reflective AI use in the classroom.
REFERENCES
Craiyon. (n.d.). Craiyon – Your free AI image generator tool: Create AI art! Retrieved October 3, 2025, from https://www.craiyon.com/
Dörnyei, Z. (2014). Motivation in Second and Foreign Language Learning. Routledge.
Larsen-Freeman, D. (2018). Techniques and Principles in Language Teaching (3rd ed.). Oxford University Press.
Choudhuri, S. (2023). SAMR and AI: Don’t get stuck on substitution. https://www.flintk12.com/blog/samr-and-ai-dont-get-stuck-on-substitution
Bekiaridis, G. (2024) Supplement to the DigCompEDU Framework
https://aipioneers.org/wp-content/uploads/2024/01/WP3_Supplement_to_the_DigCompEDU_English.pdf
UNESCO (2023). Guidance for generative AI in education and research. https://unesdoc.unesco.org/ark:/48223/pf0000386693
TeachThought Staff. (2024, May 1). What is Bloom's Taxonomy? A definition for teachers. TeachThought. https://www.teachthought.com/learning-posts/what-is-blooms-taxonomy/
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