I think incorporation of educational technology should be adopted as learners now a days are tech-friendly and it also helps to make learning more interesting.

I appreciate your viewpoint on the benefits of incorporating educational technology in the classroom. However, I'm curious about the potential drawbacks or limitations that might arise from relying heavily on technology for learning. For instance, have you considered the possible distractions that technology can bring to the learning environment? Additionally, do you think there might be any concerns regarding the over-reliance on technology and its impact on students' critical thinking and problem-solving skills?

Distractions and over reliance can be avoided by proper lesson planning. Currently, I'm practicing with this method and it seems to be fruitful enough. For example, I gave my student a problem that can be solved by using technology but problems itself is beyond the scope of AI's must be selected. Sometimes I ask my student to critically evaluate a text by using a proper theory or framework given by the instructor.

I completely agree that proper lesson planning is crucial in avoiding distractions and over-reliance. It's great to hear that you've been implementing this method and finding it fruitful. Could you elaborate on how you select problems that go beyond the scope of AI's capabilities? Additionally, I'm curious to know more about the theories or frameworks you provide to your students for text evaluation. How have these strategies enhanced their critical thinking skills?

For example AI's cannot comprehend the deviations present in literary/non-literary text. So I can ask my students to find phonological/semantic deviations from the text and interpret it on the basis of those deviations. Now this task demands careful cloze reading and critical processing of the text. For sample you can select speeches/tv shows/entertainment videos, anything that interests your students.

I appreciate your perspective on the limitations of AI when it comes to comprehending deviations in literary/non-literary texts. Your approach of engaging students in careful cloze reading and critical processing of the text is intriguing. By encouraging students to identify phonological/semantic deviations and interpret them, you promote active engagement and the development of analytical skills. It's a thoughtful way to go beyond surface-level comprehension and encourage students to dig deeper into the text. Additionally, selecting speeches, TV shows, and entertainment videos that align with their interests can enhance their motivation and make the task more relatable. Thank you for sharing your insights; I find your approach to be valuable in fostering a deeper understanding of texts.

The above discussion seems to focus only on adult literate learners, for example students in a university course. However, across the spectrum of possible learning audiences, the AI approach could be useless or beside the point. It has been shown for instance that young learners need person to person interaction to learn a language. Also, tech centered approaches leave aside the importance of training the ear, practicing speech rythmes, contextualizing discourse, and so on. I used to be all go for tech based solutions, now I'm much more open to non-tech approaches.

Paul Bernard Boucher

Thank you for sharing your perspective on the limitations of the AI approach and the importance of person-to-person interaction in language learning, especially for young learners. I find your shift in preference towards non-tech approaches interesting. Could you elaborate on specific non-tech methods or strategies that you have found effective in language learning, particularly in terms of training the ear, practicing speech rhythms, and contextualizing discourse? I believe discussing these alternative approaches can contribute to a more comprehensive understanding of language learning techniques that cater to different learning audiences.

I have just published a book on training teachers of English in France, especially at the primary school level, Apprendre l'anglais: un livre de ressources pour les enseignants de la maternelle au collège (look on Google). In this book, I focus on training the ear of very young children through rhythmic games like clapping games. This technique has been used by specialists of dyslexia to improve coordination between ear, eye and brain. All of the exercises, songs and games I propose put children in groups of two or more. The combination of rythmic movement and interaction develops memory, attention, concentration and coordination.

Paul Bernard Boucher

Congratulations on the publication of your book! "Apprendre l'anglais: un livre de ressources pour les enseignants de la maternelle au collège" sounds like a valuable resource, especially for teachers of English in France, particularly at the primary school level. It's interesting to hear that your focus is on training the ear of very young children through rhythmic games like clapping games. This approach, which has been used by dyslexia specialists to improve coordination between the ear, eye, and brain, offers a unique perspective on language learning.

I will definitely look up your book on Google to learn more about the specific resources and techniques you have shared. Thank you for your contribution to the field of English language teaching and the education of young learners.

Marta A. Karp

Thank you for providing this information.

Project-based learning and teaching of languages and other content. Collecting original data, doing research to write an article or create a course or conference presentation.

Mira Bekar

Thank you very much.

Project-based learning and teaching of languages, neuro-education, and ecological approaches.

Md. Jobaar Talukder

Thank you very much.