ELT Cast 129: Using GenAI for topic summaries

Описание: Full show notes (https://benjaminlstewart.notion.site/...)


Point of comparison: Students taking Academic Writing (https://www.notion.so/Academic-Writin...) complete a 2,500-word literature review. The AI prompting sequence below is meant to provide a text comparison of their more detailed literature review with a more concise version from sources that may or may not have been used in your personal version of the text. Students who have completed Academic Writing will go on to take Thesis Seminar (https://www.notion.so/Thesis-Seminar-...) , so this comparison also serves to help the learner on how to improve the literature review when adapting it to a research project.


Brainstorming activity if changes to a thesis statement are needed: The second reason for generating this summary is to provide examples to learners on how they can generate their own summarizes if modifying their thesis statement is necessary. It’s meant as a brainstorming activity and not as a way to generate text they use as their own. One’s originality and unique voice is always the objective when creating a text. For more seen Embracing one’s originality and process in academic writing: A guide for English language learners (https://www.notion.so/Embracing-one-s...) !


Prompt I: Researching information


Identify the top 20 freely available articles on English language teachers should implement elicitation strategies because they permit teachers to provide positive feedback to encourage students to orally produce the language in contextualized discussions, ask open and closed questions to foster longer responses from students, and provide immediate feedback to help students correct mistakes and give me the top 6 commonly recommended pieces of advice on English language teachers should implement elicitation strategies because they permit teachers to provide positive feedback to encourage students to orally produce the language in contextualized discussions, ask open and closed questions to foster longer responses from students, and provide immediate feedback to help students correct mistakes as a list.


Prompt I Output


Here are some freely available articles on elicitation strategies in English language teaching:


Eliciting | TeachingEnglish | British Council: This article discusses various elicitation techniques and their benefits in creating a learner-centered classroom[1] (https://www.teachingenglish.org.uk/pr...) .


Eliciting techniques for the ESL classroom - TEFLHandbook: Provides practical examples and advice on implementing elicitation techniques in ESL lessons[2] (https://teflhandbook.com/blog/esl-tea...) .


Ways To Elicit Effectively In The EFL Classroom - The TEFL Academy: Offers guidelines for effective elicitation to keep students engaged and active[3] (https://www.theteflacademy.com/blog/5...) .


Effective elicitation techniques in ESL teaching - Sanako: Explores why elicitation is widely used in ESL settings and provides practical suggestions for classroom use[4] (https://sanako.com/effective-elicitat...) .


Eliciting Techniques: How to Use in the ESL Classroom - TPR Teaching: Lists various techniques to elicit responses from students, such as using antonyms, synonyms, and pictures[5] (https://www.tprteaching.com/eliciting...) .


Based on these articles, here are the top 6 commonly recommended pieces of advice for English language teachers on implementing elicitation strategies:


Encourage Active Participation: Use elicitation to transform lessons into dynamic exchanges rather than teacher-led monologues[4] (https://sanako.com/effective-elicitat...) [2] (https://teflhandbook.com/blog/esl-tea...) .


Build Confidence: Elicitation helps students gain confidence as they successfully respond to prompts and use the language actively[4] (https://sanako.com/effective-elicitat...) [2] (https://teflhandbook.com/blog/esl-tea...) .


Use Visuals and Prompts: Incorporate visuals, pictures, and other prompts to help students recall and produce language[1] (https://www.teachingenglish.org.uk/pr...) [5] (https://www.tprteaching.com/eliciting...) .


Ask Open and Closed Questions: Use a mix of open and closed questions to foster longer responses and deeper engagement from students[1] (https://www.teachingenglish.org.uk/pr....