Introduction
Artificial Intelligence (AI) is becoming an important part of modern education. AI is currently used in various ways in schools and learning environments. Students can use AI tools to receive instant feedback and practice different language skills such as writing, speaking, listening, and grammar. AI can also provide customized learning activities based on students’ levels and individual needs. In addition, AI may help students develop important abilities such as problem-solving skills, creativity, critical thinking, and digital literacy. Teachers can also use AI efficiently to prepare teaching materials and classroom resources. Because of these advantages, AI is making education more accessible, flexible, and effective for both students and teachers.
AI is also expected to have a significant impact on future learning environments. Personalized learning systems and AI-based educational tools may allow students to learn anytime and anywhere according to their own pace and needs. As AI becomes more common in education, students should also learn how to use AI critically, responsibly, and ethically.
To encourage students to recognize the benefits of AI in education, the lesson will begin with the following questions “How do you think AI is currently being used in education?”, “What effects will AI have on future learning?”, “What are the advantages and possible limitations of using AI in education?”(etc..)
Task
Students will explore the benefits of Artificial Intelligence (AI) in education through teacher-provided materials and videos based on previous research on AI in education.
First, students will watch the following video: YouTube Video 1
(https://www.youtube.com/watch?v=hJP5GqnTrNo)
After watching the video, students will identify how AI supports both teachers and students in the learning process and recognize various benefits of AI in education.
After gathering information, students will organize their ideas and upload them to Padlet. Through Padlet activities, students can preview and respond to their classmates’ ideas before the presentation stage.
Students will then present their ideas in front of their classmates and exchange opinions with others. This activity may help students improve both speaking and listening skills through authentic communication.
Afterward, students will watch another video: YouTube Video 2
(https://www.youtube.com/watch?v=W14uHIAJaw0)
Students will also use teacher-provided guidelines and prompts for brainstorming and essay organization.
Based on these materials and activities, students will write a free-topic English essay while using AI as a supportive learning tool during the writing process.
Process
1) Exploring a Topic
Students explore possible essay topics based on their own interests or concerns, such as global warming, post-truth, war, movies, or future jobs.
2) Brainstorming
Students create a mind map or brainstorming chart to develop ideas and gather supporting details for their chosen topic.
At this stage, ChatGPT may be used to narrow down topics, generate ideas, organize thoughts, and explore possible arguments or supporting evidence.
→ ChatGPT is used as a supportive tool for idea generation during the early stages of essay writing.
3) Writing the First Draft
Based on the brainstorming activity, students write the first draft of their essay.
The essay structure generally includes Introduction (1 paragraph), Body (3 paragraphs), Conclusion (1 paragraph).
4) Teacher Feedback
The teacher provides feedback on whether the claims and supporting evidence are logically connected, whether students clearly present three main arguments, and whether the overall organization is appropriate.
Students must receive at least one round of draft feedback based on the evaluation rubric.
Through this process, students may improve the quality of their essays, consider ideas from different perspectives, and develop both structural and grammatical awareness.
5) Revising and Finalizing the Essay
Students revise and complete their essays based on the teacher’s feedback.
6) Padlet Activity (Writing Sharing & Peer Viewing)
Students upload and organize their essay content on Padlet.
For example, students may share thesis statements, main arguments, supporting evidence, and key words.
Through Padlet, students can preview their classmates’ topics and ideas and explore various perspectives.
→ This activity functions as a pre-presentation idea-sharing process in which students read and examine each other’s work.
In addition, students may improve their writing organization skills by observing how other learners structure and develop their essays.
7) Group Presentation & Discussion using Google Slides
Students participate in group presentations using Google Slides to present their essays.
The presentation may include main arguments, supporting evidence, the process of using AI tools, and the revision and feedback process.
Other students listen to the presentations, ask questions, and share their opinions.
→ This activity aims to improve both speaking and listening skills.
Furthermore, students can practice expressing their thoughts in English and understanding others’ opinions in authentic communication situations.
Therefore, presentation and discussion activities may help students develop fluency, while the writing and revision process may support the improvement of accuracy.
Teacher’s Feedback Approach
During the early stages of feedback, the teacher should prioritize content and logical development over grammatical accuracy.
The purpose of essay writing is not only to evaluate grammatical correctness, but also to assess students’ critical thinking, logical reasoning, and the validity of their arguments.
This process also allows students to identify and revise their own errors through reflection and revision.
However, accuracy should not be completely ignored. During the final feedback stage, the teacher should also review grammar and sentence structure in order to maintain a balance between fluency and accuracy.
→ Through this balanced approach, students are expected to improve both fluency and accuracy.
Evaluation
Students will be evaluated based on both the writing product and the learning process throughout the activity.
| criteria | Excellent (A) | Good (B) | Developing (C) | Beginning (D/F |
| 1. Thesis Statement & Focu | Thesis statement is clear, specific, and insightful. Essay maintains strong focus throughout. | Thesis is clear and mostly focused. Minor lapses in consistency. | Thesis is somewhat unclear or too broad. Focus occasionally weak. | Thesis is missing, unclear, or unfocused. |
| 2. Logical Development & Organization | Ideas are logically organized with excellent paragraph structure and smooth transitions. Arguments are well connected. | Organization is generally clear. Most ideas are logically connected. | Organization is inconsistent. Some ideas lack logical connection. | Essay lacks clear organization or logical flow. |
| 3. Supporting Evidence & Elaboration | Arguments are supported with relevant examples, explanations, and detailed reasoning. | Supporting details are adequate and mostly relevant. | Limited or repetitive support. Some explanations unclear. | Very little support or insufficient explanation. |
| 4. Critical Thinking & Originality | Demonstrates thoughtful analysis and original perspective on the topic. | Shows some critical thinking and personal insight. | Limited depth of analysis. Ideas may be predictable. | Minimal critical thinking or originality shown. |
| 5. Use of AI Tools (ChatGPT) Responsibly | AI was used effectively for brainstorming, organizing ideas, and revision support. Student demonstrates clear personal contribution and reflection. | AI use is appropriate with adequate evidence of student contribution. | AI use is somewhat unclear or overly dependent. | Inappropriate or excessive AI dependence; little evidence of student thinking. |
| 6. Grammar & Language Accuracy | Very few grammatical or lexical errors. Errors do not interfere with understanding. | Some grammatical errors, but meaning remains clear. | Frequent errors occasionally affect comprehension. | Persistent errors seriously interfere with comprehension. |
| 7. Revision & Improvement Process | Strong evidence of meaningful revision based on teacher feedback. Significant improvement shown. | Revision is evident and feedback is mostly reflected. | Limited revision or partial reflection of feedback. | Minimal or no meaningful revision shown. |
| 8. Padlet Sharing Activity | Clearly summarizes thesis, arguments, and key ideas. Actively engages with peers’ posts. | Main ideas are shared clearly. Some peer engagement shown. | Posting lacks clarity or limited engagement with peers. | Incomplete or missing Padlet participation. |
| 9. Group Presentation & Discussion | Presentation is clear, organized, and engaging. Actively participates in discussion and responds thoughtfully. | Presentation is understandable with adequate participation. | Limited clarity or participation during discussion. | Minimal participation or unclear presentation. |
The evaluation rubric focuses on logical development, critical thinking, responsible AI use, participation in collaborative activities, and the balance between fluency and accuracy.
In addition to essay writing, students’ participation in Padlet activities, presentations, discussions, and revision processes will also be considered.
Evaluation Criteria
- Thesis Statement & Focus
- Logical Development & Organization
- Supporting Evidence & Elaboration
- Critical Thinking & Originality
- Use of AI Tools (ChatGPT) Responsibly
- Grammar & Language Accuracy
- Revision & Improvement Process
- Padlet Sharing Activity
- Group Presentation & Discussion
Conclusion
This lesson was designed to help students develop their English writing skills through the process of AI-assisted essay writing. Students explored topics based on their own interests, organized their ideas through brainstorming, and developed their essays through drafting and revision. By using ChatGPT as a supportive tool, students were able to expand their ideas, improve their logical thinking, and strengthen both fluency and accuracy in writing.
In addition, activities such as Padlet sharing, group presentations, and discussions gave students opportunities to learn from different perspectives and practice real communication skills in English. These activities also helped students improve their speaking and listening abilities while reflecting on their own writing process.
Most importantly, this lesson emphasized that AI should not simply be used to generate answers, but should be used as a tool to support learning and critical thinking. As AI becomes more common in future education, students should learn how to use AI responsibly and ethically without depending on it too much. Therefore, this AI-assisted essay writing activity can help students develop not only writing skills, but also critical thinking, communication skills, and digital literacy needed in the future.
Credits
Videos
- AI in Education Video
YouTube Video 1 - AI-assisted Writing Video
YouTube Video 2
Articles
- Choi, S. Y.
“Artificial Intelligence in Education: A Literature Review on Education Using Artificial Intelligence” - “Artificial intelligence (AI) learning tools in K-12 education: A scoping review”
- “Role of AI chatbots in education: systematic literature review”
- “Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education”
- “Systematic review of research on artificial intelligence in K-12 education (2017–2022)”
Online Platforms
chat gpt, Padlet, Google Slides
Teacher Page
This lesson is designed to support students’ writing development through process-based and AI-assisted learning activities.Teachers should guide students to use AI tools such as ChatGPT as supportive learning tools rather than answer-generating tools.
During brainstorming and drafting stages, students may use AI to generate ideas, organize thoughts, and explore supporting arguments.
However, students should independently develop and revise their own essays. Teachers should encourage students to use AI for idea development and brainstorming rather than directly copying AI-generated sentences or essays.
Teachers may also provide example prompts or model questions to help students use AI tools more effectively during brainstorming and drafting stages. In addition, teachers should provide sufficient guidance for students who are unfamiliar with AI tools or digital learning environments.
In the feedback process, teachers should focus primarily on logical development, clarity of arguments, students’ critical thinking, and responsible AI use rather than only grammatical accuracy.
The purpose of essay writing is not simply to evaluate grammatical correctness, but also to assess students’ reasoning, organization, and ability to communicate ideas effectively.
However, grammatical accuracy should not be completely ignored. During the final revision stage, teachers should also review grammar and sentence structure in order to maintain a balance between fluency and accuracy.
Teachers should also encourage students to actively participate in Padlet sharing activities, presentations, and discussions so that students can develop speaking and listening skills alongside writing skills. Peer-sharing activities may help students learn different perspectives and improve communication skills through collaborative learning.
Depending on classroom conditions, teachers may adjust the length and format of presentation and discussion activities.
Possible Limitations & Teacher Considerations
1. Limited Focus on Speaking and Listening Skills
Since the main activity of this lesson is essay writing, the lesson may place greater emphasis on reading and writing skills than on speaking and listening skills.
To address this limitation, teachers may strengthen speaking and listening activities through group presentations, classroom discussions, peer interaction, and oral feedback sessions.
Through these activities, students may have more opportunities to practice authentic communication in English.
2. Balancing Content and Grammatical Accuracy
Because this lesson focuses primarily on students’ ideas, logical development, and critical thinking, minor grammatical errors may need to be tolerated during the early stages of writing.
For this reason, teachers should provide feedback based on a clear and detailed evaluation rubric.
Teachers may focus on logical organization, clarity of arguments, development of supporting evidence, and responsible AI use before focusing heavily on grammatical accuracy.
However, grammar and sentence structure should still be reviewed during the final revision stage in order to maintain a balance between fluency and accuracy.
3. Ethical and Responsible AI Use
Teachers should continuously remind students that AI is a supportive educational tool, not a replacement for their own thinking and writing.
Students should learn how to evaluate AI-generated information critically, avoid excessive dependence on AI, and use AI ethically and responsibly throughout the writing process.