Скачать или смотреть Designing AI-Supported Tasks That Build Confidence and Interaction

Shuangxin Zhang and Jiashi Wang: Xi’an Jiaotong-Liverpool University

The rapid mainstreaming of generative AI is reshaping digital literacy in EAP, raising a practical question: how can GenAI be used to increase interaction and strengthen learners’ critical evaluation, rather than replace thinking and communication? This 10-minute talk shares three classroom-ready designs from a Year 1 EMI EAP module (CEFR B2+) at a Sino-British university. First, teacher-built HTML materials support differentiated practice and structured peer discussion, enabling students to make informed choices about challenge and scaffolding. Second, a teacher-trained Doubao assistant delivers micro-tasks based on teacher-written prompts to scaffold student interaction in speaking practice and team planning, strengthening negotiation language and shared responsibility. Finally, an institutional XIPU AI chatbot supports writing exam preparation by scoring drafts against module descriptors, generating targeted revision advice, and recording engagement via university accounts. Taken together, these designs operationalise AI literacy as teachable classroom practices, including evaluating AI output, making informed choices, and revising in response to feedback. The talk concludes by summarising practical principles for developing AI literacy through interactive, classroom-ready EAP tasks.

Shuangxin Zhang is a Language Lecturer at Xi’an Jiaotong-Liverpool University, teaching English for over 10 years. She holds a MA in TESOL, CELTA, FHEA and the BALEAP TEAP Fellowship. Her research interest is students’ acquisition and development of the second/foreign language in EAP class and the application of AI in EAP teaching.
Jiashi Wang is a Language Lecturer at Xi’an Jiaotong-Liverpool University. She has over 10 years of teaching experience, especially in English academic writing. She has been passionate about English teaching and intellectual enlightenment, taking an active part in researching/experimenting on reading-guided writing, peer evaluation and continuous assessment.