Twee

Twee offers multiple benefits for language teaching by "reducing lesson planning time while maintaining pedagogical quality" (Stanley, 2013). The platform enables teachers to create engaging lesson materials, generating worksheets, quizzes, and interactive activities effortlessly. Designed specifically for EFL teachers, Twee provides tools to generate reading texts, comprehension questions, vocabulary exercises, and discussion prompts, allowing educators to "quickly adapt materials" to their students' CEFR levels (Council of Europe, 2020). As Tomlinson (2011) notes, effective materials should be adaptable to learners' needs and proficiency levels. Twee provides teachers with a variety of lesson materials, from comprehension questions and vocabulary exercises to personalized discussion prompts, allowing educators to "focus more energy on actual teaching and student interaction rather than material creation" (Harmer, 2007). This shift aligns with current pedagogical approaches that emphasize the teacher's role as facilitator and the importance of maximizing student engagement time (Richards & Rodgers, 2014). 

Using the "Audio and Video Questions Generator" and the "Discussion Questions" tools illustrates the TPACK framework, combining content knowledge (social media), pedagogical strategies (listening comprehension and debate), and technological knowledge (Twee tools) to create meaningful learning experiences. From the SAMR model perspective, the activity moves beyond substitution to augmentation and modification. As Choudhuri (2023) emphasizes, effective AI integration should avoid "getting stuck on substitution" and instead transform learning tasks in ways that enhance pedagogical outcomes. Students not only watch a video but also "engage critically" through open-ended questions and structured debate, enhancing learning outcomes compared to traditional worksheets. The debate format aligns with Bloom's higher-order thinking skills, requiring students to "analyze, evaluate, and create" arguments, while the initial comprehension questions target "understanding and application" at the lower cognitive levels (TeachThought Staff, 2024). In terms of UNESCO's framework and DigCompEdu, the activity promotes digital literacy, collaborative learning, and responsible use of technology. UNESCO (2023) further recommends that AI applications in education should "foster critical thinking" and support collaborative pedagogical approaches. The activity develops students' digital competence by encouraging them to "engage learners" and "facilitate learners' digital competence" through meaningful technology use (Bekiaridis, 2024), creating communication skills in a safe digital environment. 

• Twee. (n.d.). AI tools for teachers | Online teaching tools for English educators. Twee. Retrieved October 3, 2025, from https://twee.com/tools

• 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/

• Learning, teaching, assessment – Companion volume. Council of Europe Publishing. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4

• Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.

• Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.

• Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge University Press.

• Tomlinson, B. (2011). Materials development in language teaching (2nd ed.). Cambridge University Press.