Abstract
This study examines the integration of ChatGPT in assisting sixth-grade EFL students to create and deliver PowerPoint presentations using simplified, adaptive scripts. In this paper, I describe how ChatGPT was used to generate presentation drafts tailored to students’ English proficiency levels and how this process supported differentiated instruction and guided students’ preparation for presentations. Over one semester, students used ChatGPT to produce initial drafts of presentation scripts. These drafts were refined through interactions with the AI and discussions with the teacher. Data were collected through classroom observations, teacher reflection journals, student interviews, and analysis of presentation scripts and slides. Findings reveal four key observations: (1) Simplifying Script Generation Process—with ChatGPT’s assistance, students could quickly generate draft scripts for their PowerPoint presentations, bypassing the need to type out each sentence or come up with content entirely on their own.; (2) Differentiated Support—ChatGPT provided scripts with varying levels of complexity based on students’ needs, enabling tailored support within the classroom; (3) Familiarization with Content—students engaged in repeated interactions with the scripts, helping them become more acquainted with their material; and (4) Structured Preparation—the AI-generated scripts offered a clear framework that guided students through the preparation process and reduced uncertainty. This study presents the role of AI tools like ChatGPT in supporting differentiated instruction and promoting a more engaging and inclusive learning environment for young EFL learners. It provides insights into how technology can be used to assist in language education and the development of multimodal communication skills.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CHATGPT, AI-ASSISTED LEARNING, EFL, DIFFERENTIATED INSTRUCTION, PERSONALIZED LEARNING, LANGUAGE LEARNING
