Stories from Teacher Pham Quynh Giao
글쓴이홍보협력팀
태그
작성일 2026-08-21
조회수32
Stories from Teacher Pham Quynh Giao
Q. In your award-winning case, you used three AI tools. Please explain how and why you used each one.
A. In this class, I actively used AI tools at multiple stages of instruction to improve teaching efficiency and support students’ self-directed learning.
First, at the lesson preparation and planning stage, I used the generative AI tool Gemini. It helped me come up with various scenarios and multimedia ideas suited to the class topic, allowing me to quickly design richer and more systematic lesson plans.
Second, when developing practice questions and learning materials, I used Gemini and NotebookLM. By designing and creating customized practice questions tailored to studentsʼ levels and achievement, I was able to provide enrichment and supplementary learning materials for each learner.
Third, at the feedback and learning support stage, I used Claude to structure activities that provided real-time feedback on studentsʼ assignments and speaking exercises. This was very helpful in creating a self-directed learning environment where students could identify and improve their own weaknesses through feedback.
First, at the lesson preparation and planning stage, I used the generative AI tool Gemini. It helped me come up with various scenarios and multimedia ideas suited to the class topic, allowing me to quickly design richer and more systematic lesson plans.
Second, when developing practice questions and learning materials, I used Gemini and NotebookLM. By designing and creating customized practice questions tailored to studentsʼ levels and achievement, I was able to provide enrichment and supplementary learning materials for each learner.
Third, at the feedback and learning support stage, I used Claude to structure activities that provided real-time feedback on studentsʼ assignments and speaking exercises. This was very helpful in creating a self-directed learning environment where students could identify and improve their own weaknesses through feedback.
Teacher Pham Quynh Giao conducting a Sejong Korean Beginner 1A class using AI technology
Q. Having taught Korean for nearly 10 years, you must have experienced changes in the Korean language education environment. How do you think the recent spread of AI and digital technologies is changing the role of Korean language teachers?
A. The biggest change over the past 10 years is that teachers are no longer the “sole transmitters of knowledge.” Now, simple grammar or vocabulary knowledge can be obtained quickly through AI. Therefore, I believe the role of teachers should shift from knowledge transmitters to “learning designers” and “emotional mentors.”
Using AI to design learning paths suited to each learner, while also building human bonds and cultural rapport that AI cannot replace, will become central to the teacherʼs role.
Using AI to design learning paths suited to each learner, while also building human bonds and cultural rapport that AI cannot replace, will become central to the teacherʼs role.
