HỘI THẢO CÁC TRƯỜNG THPT CHUYÊN KHU VỰC
DUYÊN HẢI - ĐỒNG BẰNG BẮC BỘ
CHUYÊN ĐỀ THAM GIA HỘI THẢO DUYÊN HẢI BẮC BỘ
MÔN: TIẾNG ANH
*****
USING AI APPS TO ASSIST TEACHERS IN DESIGNING
LISTENING TASKS FOR GIFTED STUDENTS
Table of Contents
CHAPTER 1. INTRODUCTION
............................................................................................. 1
1.1.
Rationale of the study ......................................................................................................... 1
1.2.
The aim of the study ............................................................................................................ 1
1.3.
Scope of the study ............................................................................................................... 1
1.4.
The significance of the study ............................................................................................... 2
CHAPTER 2. LITERATURE REVIEW
.................................................................................. 3
2.1.
Characteristics of effective listening tasks ........................................................................... 3
2.2.
The role of technology in enhancing listening task design for gifted students ...................... 3
2.3.
Challenges in Listening Task Design ..................................................................................... 4
CHAPTER 3: APPLICATION
................................................................................................ 6
3.1.
Role of AI applications in language education ...................................................................... 6
3.2.
Procedures .......................................................................................................................... 7
3.2.1.
Procedure 1: Designing listening tasks using YouTube videos and MagicSchool.ai
...................... 7
3.2.2.
Procedure 2: Designing listening tasks using YouTube videos and Twee
.................................... 13
3.2.3.
Procedure 3: Designing listening tasks using Elllo.org
................................................................... 21
3.2.4.
Procedure 4: Designing listening tasks using TedEd’s videos and TedEd website
...................... 25
4.1.
Summary ............................................................................................................................ 29
4.2.
Limitations ......................................................................................................................... 29
4.3.
Suggestions for further study ............................................................................................. 29
REFERENCES
..................................................................................................................... 30
1
CHAPTER 1. INTRODUCTION
1.1.
Rationale of the study
In recent years, artificial intelligence (AI) has significantly transformed education
worldwide,
reshaping
teaching
methodologies
and
enhancing
personalized
learning
experiences. AI-powered applications are increasingly being utilized to generate adaptive
learning materials. In Vietnam, the integration of AI in education is gaining momentum
with the aim to support both teachers and students in learning languages. English-gifted
students have unique academic needs that go beyond standard curricula. In English
language learning, they require more challenging and engaging matserials that foster
critical thinking, deep comprehension, and advanced listening skills. Traditional teaching
methods may not fully cater to their capabilities, leading to a gap in instructional design
that could be addressed through AI-driven solutions. AI applications can assist teachers in
generating customized listening tasks that align with students' proficiency levels, cognitive
abilities, and learning preferences.
Understanding the potential benefits and challenges of AI-assisted task design is
crucial for optimizing its effectiveness in teaching the gifted. Therefore, this study aims to
explore how some AI apps can enhance the teaching of listening skills for gifted students
in gifted high school in Vietnam, providing insights into their practical implementation and
pedagogical implications.
1.2.
The aim of the study
The study was conducted to explore the use of AI applications in assisting teachers
in designing listening tasks for gifted students specializing in English. Specifically, it seeks
to examine how AI-powered tools can enhance the quality, adaptability, and effectiveness
of listening materials tailored to the advanced linguistic and cognitive abilities of gifted
learners. The study also aims to identify the benefits and challenges of integrating AI in
task design, providing insights into its practical implementation in Vietnam’s educational
context.
1.3.
Scope of the study
2
This study was conducted with the participation of grade-10 students in English-
major classes to investigate the effectiveness of AI-powered tools in designing and
adapting listening tasks to enhance students’ listening skill.
1.4.
The significance of the study
This study offers valuable guidance on AI applications to create more engaging,
personalized, and challenging listening tasks tailored to gifted students’ needs. Thus, the
integration of AI into task designing equips teachers with strategies for effective teaching
listening skill. The study also includes a collection of various samples and tasks for
reference that teachers and students can make use of in their teaching and learning process.
3
CHAPTER 2. LITERATURE REVIEW
2.1.
Characteristics of effective listening tasks
Listening is widely recognized as a critical skill in language acquisition and
cognitive development, particularly for gifted students who exhibit advanced linguistic and
analytical abilities (Richards, 2015). The design of effective listening tasks requires careful
consideration of their characteristics to ensure they are engaging, purposeful, and aligned
with learners’ needs.
One of the foundational principles in designing listening tasks is authenticity.
According to Field (2008), tasks should expose learners to real-world input that mirrors
how language is used outside the classroom. Authentic materials, such as interviews,
podcasts, and casual conversations, enhance learners' ability to process spoken language
naturally and foster pragmatic understanding. Field emphasizes that tasks must replicate
communicative
intent,
thus
preparing
learners
for
spontaneous
interaction.
Another
important characteristic is cognitive challenge. As Vandergrift and Goh (2012) discuss,
tasks must offer an appropriate level of difficulty to sustain motivation and support
listening skill development. They recommend including metacognitive scaffolding—such
as pre-listening predictions, while-listening monitoring, and post-listening reflection—to
help learners become more aware of their strategies and improve self-regulation. Finally,
interactivity is increasingly recognized as essential in listening tasks. According to Gilmore
(2007), interactional listening, where learners respond or negotiate meaning during or after
the task, enhances comprehension and retention. Interactive listening tasks simulate real-
life
communication
and
provide
opportunities
for
feedback
and
repair,
essential
components in language acquisition.
In summary, effective listening tasks are authentic, cognitively engaging, goal-
driven, and strategically scaffolded. These characteristics ensure that learners not only
comprehend input but also develop the strategies necessary for real-world communication.
2.2.
The role of technology in enhancing listening task design for gifted students
4
The integration of technology into language education has transformed the way
teachers design and deliver listening tasks, offering innovative solutions to meet the needs
of gifted students. Traditional audio resources, such as cassette tapes and CDs, have
evolved into digital tools, including artificial intelligence (AI)-driven platforms, speech
recognition software, and adaptive learning systems. These advancements enable teachers
to create listening tasks that are authentic, engaging, and appropriately challenging for
gifted learners, who often require materials that align with their advanced cognitive and
linguistic abilities (Renzulli, 1978). AI technologies have emerged as powerful tools for
designing personalized listening tasks.
AI-driven tools, such as text-to-speech systems (Google Text-to-Speech), speech
recognition platforms (ELSA Speak), and adaptive learning applications (MagicSchool.ai,
Twee, TedEd…), allow teachers to generate or curate audio content tailored to students’
proficiency levels and interests. For instance, AI can produce dialogues simulating real-
world scenarios, such as academic discussions or professional interviews. Additionally,
AI-powered platforms can analyze students’ listening performance in real-time, providing
immediate feedback on comprehension and pronunciation, which enhances the learning
experience by fostering self-regulated learning (Chapelle, 2003). These tools also enable
teachers to incorporate diverse accents, interdisciplinary topics such as science, literature,
and cognitively demanding tasks, which are critical for sustaining the engagement of gifted
learners.
2.3.
Challenges in Listening Task Design
The first challenge lies in balancing task authenticity with linguistic accessibility.
While
authentic
materials
expose
learners
to
natural
language,
they
may
contain
colloquialisms,
reduced
forms,
and
background
noise
that
hinder
comprehension,
especially for lower-proficiency learners. Gilmore (2007) emphasizes that the inclusion of
authentic materials should be guided by pedagogical purpose, not realism alone. Finding
or adapting listening input that is both realistic and pedagogically appropriate remains a
significant obstacle for teachers.
5
Another challenge is the design of meaningful and measurable task outcomes.
According to Nunan (2004), tasks should involve a communicative goal that reflects real-
world use. However, in listening, the product of comprehension is often internal and less
visible than in speaking or writing tasks. This makes assessment and feedback more
complex, especially when relying solely on closed-ended comprehension questions, which
may not fully capture a learner’s understanding.
Finally, time constraints further complicate the design process. Creating interactive
and
scaffolded
listening
tasks—such
as
those
with
pre-listening
activities,
guided
questions, or post-listening reflections—requires significant planning and preparation. For
teachers working with gifted students, who often require tasks that integrate higher-order
thinking skills, the workload is even greater. Limited access to ready-made resources
tailored to gifted learners exacerbates this issue, leaving teachers to rely on manual
creation.
6
CHAPTER 3: APPLICATION
Having discussed the challenges and potential in the previous chapter, the author –
asa teacher realizes the need for innovative solutions to make task design process easier
while meeting the demands of curriculum. AI applications, with their capacity for
automation, customization, and data-driven insights, offer a promising avenue to address
these obstacles. This study seeks to explore how AI can alleviate the burdens of designing
listening tasks, providing practical support for teachers in fostering meaningful learning
experiences for gifted students.
3.1.
Role of AI applications in language education
Artificial Intelligence (AI) has become an increasingly influential force in language
education, offering tools and systems that extend beyond traditional instruction.
One of the central contributions of AI in language education is its ability to
personalize instruction. As noted by Heffernan and Otoshi (2020), AI-powered systems
can analyze learner data in real time and tailor content based on individual needs,
proficiency levels, and learning goals. This responsiveness is particularly beneficial in
listening instruction, where learners often require differentiated support with speed,
vocabulary, and comprehension strategies.
AI also supports authenticity and interactivity in listening tasks. Applications such
as chatbots, AI-based virtual assistants, and speech-based learning platforms create
opportunities for learners to engage in simulated conversations and practice real-time
comprehension (Chun et al., 2016). These environments mirror spontaneous language use
and encourage active listening in contexts similar to those found outside the classroom.
Moreover, AI can assist teachers in designing and adapting listening tasks. For
example, automated tools can generate transcripts, highlight key vocabulary, and assess
learner responses through speech recognition technologies. As Xu and Warschauer (2020)
point out, such tools reduce the time and effort required to prepare listening materials,
allowing teachers to focus on pedagogical decisions rather than technical preparation.
To effectively support teachers in designing listening tasks for gifted students, this
section presents detailed procedures leveraging AI applications to simplify and enhance
7
the task creation process. The following steps focus on practical implementation, drawing
on the capabilities of selected AI tools—MagicSchool.ai, Twee, and TedEd —each chosen
for their ability to generate engaging, customized, and challenging materials.
3.2.
Procedures
3.2.1.
Procedure
1:
Designing
listening
tasks
using
YouTube
videos
and
MagicSchool.ai
A step-by-step guide is provided as follow for teachers to design a listening task for
gifted students using a YouTube video (e.g., a TED) as the primary resource and
MagicSchool.ai to generate tailored questions. The process leverages the video’s script and
the AI tool’s capabilities to create three question types—Multiple Choice, True or False,
and Free Response—while allowing customization of question length and complexity to
suit advanced learners.
Step 1: Select a YouTube Video and define learning objectives
o
Choose a TED Talk or similar YouTube video that aligns with the curriculum
and interests of gifted students (a talk on innovation, global issues, or science). Other
suggested sources from YouTube are Vox, Khan, National Geographic, BBC Reel,
The Joe Rogan Experience and Freakonomics.
o
Ensure the content is authentic, intellectually stimulating, and contains
advanced vocabulary or nuanced ideas to challenge advanced learners.
o
Define specific listening objectives, such as identifying main arguments,
analyzing the speaker’s tone, or evaluating supporting evidence.
Step 2: Extract the video script
o
Access the video’s transcript directly from YouTube’s auto-generated or
uploaded script feature (available under video settings).
o
Review the script for accuracy, making manual corrections if necessary to
ensure it matches the audio content.
o
Highlight key sections of the script that align with the learning objectives,
such as impactful quotes, complex arguments, or thematic transitions (such as
“Now, let’s turn to…” or “This brings us to…”)
8
Step 3: Input script into MagicSchool.ai
o
Log into MagicSchool.ai (in teacher mode) and select the YouTube Video
Questions tool.
o
Upload or paste the video script into the box, specifying the grade level, the
desired question types (Multiple Choice, True or False, and Free Response) and
number of questions
Step 4: Generate and customize questions
o
Use MagicSchool.ai to create a set of questions:
§
Multiple
Choice:
Design
questions
with
four
options
to
test
comprehension of main ideas or
§
True or False: Create statements to assess understanding of facts or
perspectives
§
Free Response: Develop open-ended questions to encourage analysis or
reflection
o
Adjust the length and complexity of questions equivalent to grade level and
even edit questions and answers by yourself via the platform’s customization
features to match students’ linguistic and cognitive abilities.
o
Ensure questions incorporate scaffolding (starting with factual questions
before progressing to analytical ones).
Step 5: Link answers to video timestamps
o
Review the AI-generated answers key provided by MagicSchool.ai, which
include specific timestamps indicating where the relevant information appears in the
video (for example “The answer is at 2:35”).
o
Verify the accuracy of timestamps by cross-checking with the video and
script to ensure alignment.
o
Modify answers if needed to clarify or deepen the challenge (rephrasing to
prompt higher-order thinking).
a.
Sample 1:
9
Step 1: A listening task based on a TED Talk titled “A simple way to break a bad habit”
by Judson Brewer (https://www.youtube.com/watch?v=-moW9jvvMr4)
Step 2: Video script (can be accessed directly from YouTube):
Step 3: In this step, I choose the level of 12
th
grade. Although my focus is on 10
th
grader,
I want to increase the difficulty as they are major in English.
Step 4
Choose the answer (A, B, C or D) which fits
best according to what you hear
Decide
whether
the
following
statements are T (True) or F
(False)
10
1. What was the initial instruction for the
speaker learning to meditate?
A. Focus on sounds
B. Pay attention to breath
C. Think about tasks
D. Visualize calming images
2. What percentage of people might daydream
during a talk?
A. 10%
B. 25%
C. 50%
D. 75%
3. What term describes the learning process with
positive and negative reinforcement?
A. Behavioral conditioning
B. Cognitive dissonance
C. Reward-based learning
D. Mindfulness training
4. What did the speaker suggest instead of
forcing attention?
A. Distracting ourselves
B. Being curious about experiences
C. Trying harder to focus
D. Ignoring feelings
5. What is the ultimate goal of mindfulness
according to the speaker?
A. To quit smoking instantly
B. To become disenchanted with old habits
1. The speaker finds meditation
to be an easy task.
2. The brain's reward-based
learning process is only related
to food.
3. Mindfulness training can help
people quit smoking by
encouraging them to be curious
about their cravings.
4. The speaker suggests that
cognitive control is always
effective in preventing unhealthy
habits.
5. Mindfulness involves being
interested in one's momentary
experiences rather than trying to
avoid them.
11
C. To focus only on positive thoughts
D. To ignore cravings completely
Step 5
Answer Key:
1.
B (0:14)
2.
C (0:50)
3.
C (1:11)
4.
B (3:12)
5.
B (6:04)
Answer Key:
1.
False (0:12)
2.
False (1:11)
3.
True (3:45)
4.
False (5:11)
5.
True (6:16)
b.
Sample 2: A listening task based on a Vox video titled “How AI could help us talk
to animals” by Joyce Poole (https://www.youtube.com/watch?v=7PgSanU_VpQ)
Task 1: Choose the answer (A, B, C or D) which fits best according to what you hear
1. What does Joyce Poole study?
A. African elephants and their communication
B. African elephants and their habitat
C. Asian elephants and their migration
D. African elephants and their diet
2. What did the statistical model developed by Mickey Pardo analyze?
A. Weather patterns
B. Acoustic information from elephant calls
C. Human speech
D. Physical traits of elephants
3. How did AI researchers train models for animal sound recordings?
A. By using only human voices
B. By using recorded animal sounds
C. By analyzing text data
D. By using visual images
12
4. What potential do self-supervised models have according to AI researchers?
A. They can only analyze human language
B. They can improve animal communication understanding
C. They are not useful for animal studies
D. They require more human input
5. What does Aza Raskin want to achieve with animal communication models?
A. To prove animals can talk like humans
B. To translate animal communication without examples
C. To replace human communication
D. To create robots that communicate with animals
6. What do researchers hope to learn from studying animal communication?
A. How to control animal behavior
B. The importance of animals in human life
C. More about shared experiences with animals
D. The history of animal evolution
Answer Key:
1.
A (0:25)
2.
B (1:05)
3.
B (3:05)
4.
B (4:40)
5.
B (5:17)
6.
C (8:35)
Task 2: Listen again and decide whether the following statements are T (True) or F
(False)
1. Joyce Poole has been studying African elephants for over 50 years.
2. AI researchers believe that large language models cannot be used for interspecies
communication.
3. The cocktail party problem refers to the difficulty of understanding animal
vocalizations in noisy environments.
13
4. Supervised learning models are limited by the knowledge humans have about animal
communication.
5. Animals solely communicate through vocalizations and do not use other senses.
6. Researchers are currently collecting data on animal sounds to improve AI models for
communication.
Answer Key:
1.
True (0:25)
2.
False (1:42)
3.
True (2:36)
4.
True (4:28)
5.
False (6:22)
6.
True (8:19)
3.2.2.
Procedure 2: Designing listening tasks using YouTube videos and Twee
This procedure outlines another way to create a listening task using a YouTube
video
and
Twee
(https://app.twee.com/),
an
AI-powered
tool
that
generates
ABCD
questions (Multiple Choice), True/False statements, and Open Questions based on a one-
minute video extract. By leveraging Twee’s ability to tailor questions to CEFR levels (A1-
A2, B1-B2, C1-C2), Grade (10–12), or Age, teachers can design authentic and challenging
tasks that foster students’ critical thinking and comprehension.
Step 1: Select a youtube video and define objectives
o
Choose a YouTube video, such as a TED Talk, National Geographic documentary,
or Vox explainer, that aligns with the curriculum and engages students with
complex themes (sustainability, technology…).
o
Define listening objectives, such as understanding key arguments, identifying tone,
or analyzing evidence, to challenge advanced cognitive skills.
o
Ensure the video has clear audio and script reference.
Step 2: Access twee and input video link
o
Navigate to https://app.twee.com/ and log in or create an account to access the
“Audio and Video Question Creator” tool.
14
o
Copy the YouTube video’s link from the browser’s address bar.
o
Paste the link into Twee’s designated field for video input, ensuring a stable
internet connection for processing.
Step 3: Select a one-minute video extract
o
Use Twee’s trimming feature to select a one-minute segment of the video that
contains rich and relevant content for the listening task
o
Preview the extract to confirm it aligns with the learning objectives and includes
clear, authentic language suitable for students.
o
Note the timestamps of the selected segment (for example 2:00–3:00) for reference
during question design.
Step 4: Set question levels and language
o
Choose the appropriate level for gifted students:
§
CEFR: Select C1-C2 for advanced proficiency, ensuring questions test higher-
order skills like inference or evaluation.
§
Grade: Choose Grade 10–12 to match high school academic expectations.
§
Age: Select an age range to align with teenage learners.
o
Set the video’s language (English) manually or use Twee’s “Detect automatically”
option to streamline the process.
Step 5: Generate and customize questions
o
In Twee, select the desired question types: ABCD questions (Multiple Choice),
True/False statements or Open Questions
o
Click “Do the magic!” to generate questions, with answers provided at the end of
the task.
o
Edit questions using Twee’s “pen” icon to adjust wording, increase complexity, or
add critical thinking elements for gifted students
o
In addition, at the end of the task, there are more options for teachers to design
extra tasks in which “Summary Gap Fill” is worth trying. This helps to design
another type of task - complete the sentences with NO MORE THAN THREE
WORDS
15
Step 6: Design pre- and post-listening activities
o
Use Twee’s “Warm-Up Discussion Questions Before Listening” tool to create pre-
listening prompts that activate prior knowledge (this is optional, in case there is
time for this activity)
o
Develop post-listening activities, such as a debate or written reflection, to deepen
engagement
o
Ensure activities leverage the one-minute extract’s content to maintain focus and
challenge gifted learners’ analytical skills.
a.
Sample 1: A listening task based on a video from National Geographic Channel
titled “What do microplastics do to my body?”
(https://www.youtube.com/watch?v=vTRLM8wQG0Y)
Task 1: Choose the answer (A, B, C or D) which fits best according to what you hear
(I choose the extract from 3:03 to 4:03 for this task)
1.
What is the primary concern expressed about microplastics?
A.
Their widespread presence in the human body
B.
Their potential to cause environmental damage
C.
Their negative impact on the economy
D.
Their role in the global plastic pollution crisis
2.
According to the recording, what is the current state of research on the implications
of microplastics?
A.
The implications are well-understood and widely known.
B.
The implications are still being researched and are not yet fully understood.
C.
The implications are limited to a few specific health conditions.
D.
The implications are not significant and can be easily addressed.
3.
Which of the following health issues has the video transcript directly linked to
microplastics?
A.
Diabetes
B.
Immune cell death
C.
Alzheimer's disease
16
D.
Parkinson's disease
4.
What is the key message conveyed in the video transcript regarding the issue of
microplastics?
A.
Microplastics are a minor problem that can be easily solved with proper waste
management.
B.
Microplastics are a necessary component of modern life and should be embraced.
C.
Microplastics are a significant and concerning issue that requires further research
and attention.
D.
Microplastics are a natural and harmless part of our environment.
Correct Answers: 1. A; 2.B; 3. B; 4. C
Task 2: Listen again and decide whether the following statements are T (True) or F
(False)
(I choose the extract from 3:03 to 4:03 for this task)
1. Microplastics have been detected in various human organs and bodily fluids.
2. The author claims that the effects of microplastics on health are well understood.
3. Initial research indicates a potential connection between microplastics and serious health
issues.
4.
The
author
expresses
confidence
in
the
current
understanding
of
microplastics'
implications.
5. Microplastics have been found in the brain, which raises concerns about their effects.
6. The author suggests that microplastics are harmless and pose no significant risk to human
health.
7. The research on microplastics is still in its early stages, with many unknowns remaining.
Correct Answers:
1. True - The text states that microplastics are found in various human organs and bodily
fluids.
2. False - The author indicates that the implications of microplastics are not yet understood.
3. True - The text mentions that initial findings suggest a potential link between
microplastics and serious health issues.
17
4. False - The author expresses uncertainty about the understanding of microplastics'
implications.
5. True - The text confirms that microplastics have been found in the brain, raising
concerns.
6. False - The author does not suggest that microplastics are harmless; rather, they highlight
potential health risks.
7. True - The text states that research on microplastics is still in its early years, indicating
many unknowns.
Task 3: Complete the sentences with NO MORE THAN THREE WORDS
(I choose the extract from 4:11 to 5:11 for this task)
Geographic senior editor Sarah Gibbons discusses the _______________(1), which
serves
various
functions
in
our
daily
lives.
At
its
core,
plastic
consists
of
_______________(2),
akin
to
a
recipe
requiring
numerous
ingredients
to
achieve
different properties. The production of plastic involves tens of thousands of chemicals
that modify its characteristics, such as hardness and _______________(3).
Among
these
chemicals,
BPA
and
others
are
classified
as
_______________(4),
interfering
with
the
body's
hormonal
balance.
These
synthetic
compounds
can
_______________(5), leading to potential health issues by blocking necessary hormones
or causing overproduction.
Consequently, the presence of these substances in plastics raises significant concerns
regarding human health and _______________(6) .
Understanding the _______________(7) behind plastic is crucial for addressing its impact
on our lives and ecosystems.
Correct Answers:
1.
ubiquitous use of plastic
2.
polymers
3.
heat resistance
4.
endocrine disruptors
5.
mimic natural hormones
18
6.
environmental safety
7.
complex chemistry
b.
Sample 2: A listening task based on a video from BBC News “US President Donald
Trump's tariffs put Chinese businesses 'in limbo'”
(https://www.youtube.com/watch?v=CHKaghzhBLw)
Task 1: Choose the answer (A, B, C or D) which fits best according to what you hear
(I choose the extract from 3:03 to 4:03 for this task)
1.
What is the main reason for President Xi Jinping's visit to Southeast Asia?
A.
To discuss trade negotiations with the US
B.
To promote cultural exchange and tourism
C.
To strengthen economic and political ties in the region
D.
To address human rights concerns in the region
2.
How are the workers in China's factories being impacted by the ongoing trade war?
A.
They are receiving higher wages due to increased demand.
B.
They are losing their jobs and facing reduced income.
C.
They are receiving more benefits and training from their employers.
D.
They are organizing protests against the government's trade policies.
3.
What does the phrase "the factory of the world" suggest about China's role in global
manufacturing?
A.
China's factories produce a wide variety of products.
B.
China's factories have poor working conditions.
C.
China's factories are the primary source of global manufacturing.
D.
China's factories are struggling to maintain their competitiveness.
4.
What is the overall message conveyed in the video about the impact of the trade war
on Chinese workers?
A.
The trade war is benefiting Chinese workers.
B.
The trade war is having a negative impact on Chinese workers.
C.
The trade war is not affecting Chinese workers.
D.
The trade war is leading to improved working conditions for Chinese workers.
19
5.
What can be inferred about the job security and income stability of the workers in
the video?
o
They have stable, long-term employment.
o
They are able to negotiate better working conditions.
o
They rely on a steady stream of orders to maintain their livelihood.
o
They are actively seeking alternative employment opportunities.
6.
What does the detail about workers being paid based on "how many heels you can
make in an hour" suggest about the nature of their work?
A.
The workers are highly skilled and efficient.
B.
The workers are paid based on their productivity rather than hourly wages.
C.
The workers are subjected to strict production quotas and targets.
D.
The workers are able to earn a decent living through their work.
Correct Answers:
1.
C
2.
B
3.
C
4.
B
5.
C
6.
D
Task 2: Decide whether the following statements are T (True) or F (False)
(I choose the extract from 1:27 to 2:27 for this task)
1.
The trade fair in Guangjo is being held amidst a significant economic conflict
between two major nations.
2.
The author expresses confidence that American buyers will return to the market
soon.
3.
Many businesses that previously exported to the United States are now seeking new
markets.
4.
Donald Trump as a stable and predictable leader.
5.
The current situation has resulted in a complete halt of orders from the US market.
20
6.
Last year, a substantial percentage of sales were made to American customers.
7.
The trade fair features a wide variety of products available for purchase.
Correct Answers:
1.
True - The transcript indicates that the trade fair is taking place during a trade war
between the world's two largest economies.
2.
False - The author does not express confidence in American buyers returning,
instead suggesting uncertainty and a wait for talks to resolve the crisis.
3.
True - The transcript states that many companies are now looking for alternative
markets due to the situation with the US.
4.
False - The author describes Donald Trump as "crazy" and suggests he frequently
changes his mind, indicating instability.
5.
True - The transcript mentions that there are currently no orders from the US market,
indicating a complete halt.
6.
True - The author refers to a percentage of sales to American customers from the
previous year, indicating that there were buyers last year.
7.
True - The transcript states that everything at the trade fair is for sale, implying a
variety of products available.
Task 3: complete the sentences with NO MORE THAN THREE WORDS
(I choose the extract from 1:27 to 2:27 for this task)
The trade fair in Guangzhou, one of the world's largest, is happening amidst an _____(1)
trade war between the two largest global economies. Many products at the fair are typically
bound for American households, but orders from the US have been canceled. Firms that
once relied heavily on US sales are now in a state of uncertainty, hoping for a ______(2)
to the crisis. Some businesses have shared their frustrations with the _____________(3) of
President Donald Trump, believing that his stance may change again in the near future. As
a result, many companies are now seeking ______________(4), yet China’s economy
remains
heavily
reliant
on
exports,
which
continues
to
shape
the
country’s
______________(5).
Correct Answers:
21
1.
Ongoing
2.
Resolution
3.
unpredictable policies
4.
alternative markets
5.
economic outlook.
3.2.3.
Procedure 3: Designing listening tasks using Elllo.org
Elllo.org is a free online platform offering thousands of audio and video lessons by
speakers from around the world. Designed for English learners, it supports both top-down
and bottom-up listening strategies and provides rich exposure to diverse accents and real-
world conversational English—a perfect tool for advanced learners in specialized classes.
Step 1: Selecting a Suitable Lesson
o
For gifted students, choose high-intermediate lessons (B2) to advanced listening
lessons (C1).
o
Filter lessons by:
Topic: (e.g., environment, education, culture)
Accent: Choose from American, British, Australian, Japanese, etc.
Media type: Audio interviews, video lessons, or news-based content
Step 2: Explore Available Resources in the Lesson Tabs
Once a lesson is selected, explore the 4 main tabs:
o
Script Tab
-
Full transcript of the audio
-
Ideal for gap-fill, matching, sequencing, or underline keywords tasks
o
Quiz Tab
-
Pre-made multiple-choice questions
-
Use them directly or as a model to create more personalized
questions
o
Vocab Tab
-
Phrases in context with definitions and example sentences
-
Use for vocabulary-building tasks or create word maps
22
o
Grammar Tab
-
Explains grammar used naturally in the conversation
-
Can be used to design follow-up grammar mini-lessons or error
correction activities
Sample task:
Listening topic: Health Idioms (Level: Advanced C1)
Link:
https://elllo.org/english/1451/1497-Olga-Health-Idioms.htm
- Listen to two people talk about health idioms and how idioms still hold true today.
- In this lesson, you can see a full script of the listening video in Script tab
- In the Quiz section, there are 5 ready-made multiple-choice questions with the answers
at the end of the questions.
Answer these questions about the interview.
1) Variety is the spice of life means ...
a) spices are healthy
b) variety is good
c) use many spices
2) An apple a day keeps the doctor away means ....
a) eat healthy foods
b) doctors hate apples
c) apples have special powers
3) All work and no play makes Jack a dull boy means ...
a) busy people are boring
b) work is very important
c) you should not work too much
4) The early bird gets the worm means ...
a) Even nice people do bad things
b) Waking early is healthy
c) Sleeping too much is unhealthy
23
5) A stitch in time saves nine means ...
a) one is never enough
b) prevention is a good thing
c) do not worry about time
- In Vocab tab, audio Lessons about Phrases and Vocabulary are shown:
For example:
* You can treat yourself here and there of course.
When you treat yourself, you do something nice for yourself, like buy yourself a gift.
Notice the following:
1.
After a long day, I treated myself to a bowl of ice cream.
2.
She treated herself to a day at a spa.
* You can treat yourself here and there of course.
In this instance, 'here and there' means something happens occoasionally at different
places. Notice the following:
1.
You sometimes see toursits here and there.
2.
Around the city, you see stray cats here and there.
Vocabulary Quiz
Variety is the spice of life
The phrase, variety is the spice of life, means that if you have variety
in your life, you will have a much better life. A life without variety is
boring or unhealthy.
An apple a day keeps the doctor away
The phrase, an apple a day keeps the doctor away, means that if you
eat healthy foods, especially fruits and vegetables, then you will be healthy and you will
not need to see a doctor, or you will not get sick.
All work and no play makes Jack a dull boy
24
The phrase, all work and no play makes Jack a dull boy, means that it
is important to relax and have fun, and that it is important to have a
good life balance between work and recreation, or work and
socializing.
The early bird gets the worm
The phrase, the early bird gets the worm, means that people who go to
bed early and wake up early tend to be more productive and perhaps
more successful than people who get up late.
A stitch in time saves nine
The phrase, a stitch in time saves nine, means that when you are
confronted with a problem, especially a health concern, you should try to fix it soon
because if you do not do so, it may become a major problem.
Too much of a good thing is a bad thing
The phrase, too much of a good thing is a bad thing, means that
everything can have a negative side, and that if you do too much of
something, there will be a negative effect. For example, if you
exercise too much, you can hurt yourself.
Vocabulary Quiz
spice • apple • Jack
bird • stitch • too much
1.
An …………. a day keeps the doctor away.
2.
All work and no play makes …………. a dull boy.
3.
A …………. in time saves nine.
4.
Well, …………. of a good things is a bad thing.
5.
The early …………. gets the worm.
6.
Variety is the …………. of life.
- In addition, in Grammar tab, there is a grammar exercise in which students can choose
the correct word for each blank, check the score at the end. The tip is to play the video
25
and choose the words as you listen. This exercise can be downloaded in the form of
worksheet. However, since this lesson focuses on idioms, no grammar exercises are
shown.
3.2.4.
Procedure 4: Designing listening tasks using TedEd’s videos and TedEd
website
TED-Ed provides an excellent platform for designing engaging and interactive
listening tasks using educational videos. Below is a detailed procedure for creating
listening tasks using TED-Ed’s videos and built-in features. This type of practice is
suitable for support students’ self-learning at home.
Step 1: Select a TED-Ed video
o
Visit the TED-Ed website.
o
Explore TED-Ed’s diverse collection of lessons, which cover a wide range of
topics, including science, history, and art. Choose a video that aligns with your
learning objectives. For example, "The World's Longest Burning Fires" by Emma
Bryce is a fascinating video about fire and its historical significance.
o
Once you’ve selected a video, ensure it is suitable for your students' listening
level. TED-Ed videos typically have clear and concise narration, making them
ideal for listening comprehension tasks.
Step 2: Create a TED-Ed lesson
1.
Start creating a lesson: On the TED-Ed video page, click the “Customize this
lesson” button. This will open the TED-Ed Lesson Builder, where you can design
your lesson plan based on the video.
2.
Add a Title and Description:
o
Give your lesson a clear title, such as “Listening Comprehension: The
World’s Longest Burning Fires.”
o
Write a brief description of what students will learn and what the objective
of the listening task is.
26
3.
Embed the Video: The TED-Ed platform automatically embeds the selected video
for your lesson. This allows your students to view the video directly from within
the lesson.
Step 3: Add additional features to enhance engagement
1.
Add "Think" Questions:
TED-Ed also offers “Think” questions, which encourage students to reflect
on the material and apply critical thinking skills. For example: "What do
you think can be done to prevent the spread of long-burning fires?". There
are 7 suggested multiple-choice questions which teachers can use or add
more of their own.
2.
"Dig Deeper" Feature:
This feature allows you to provide students with additional resources
(articles, videos, or websites) to deepen their understanding. You can add
links to relevant materials that support the video content, like articles about
fire safety or the ecological impacts of natural fires.
3.
Add "Discuss" Questions:
“Extend” questions ask students to apply what they’ve learned to real-world
situations. Example: "How would you compare the world’s longest burning
fires to human-made fires in terms of their environmental effects?"
Step 4: Assign and share the lesson
1.
Preview and Publish:
o
Once you’ve designed the lesson, click “Preview” to check how it will
appear to students. Make sure everything looks good, and the questions
flow well.
o
When satisfied, click "Publish" to make your lesson available to your
students.
2.
Share the Lesson:
o
You can share the lesson with your students by sending them the link or
embedding it in your online classroom platform. Students can access the
27
TED-Ed video and the associated questions to complete the task at their
own pace.
o
TED-Ed also allows you to track student responses to see how well they
understand the material.
Step 5: Review and provide feedback
1.
Analyze Student Responses:
o
After your students have completed the lesson, you can review their
responses through TED-Ed’s platform.
o
Provide Feedback: Use the responses to gauge understanding and provide
individual feedback to your students if necessary.
2.
Reflection and Improvement:
o
Based on the results, you can adjust your future lessons or create follow-up
activities to ensure that students are mastering listening comprehension
skills.
Additional procedure : Converting YouTube videos to MP3 or MP4 for listening tasks
This procedure provides a clear guide for teachers to convert YouTube videos into MP3 or
MP4
files
using
https://en1.y2mate.is/12/youtube-to-mp4.html,
creating
authentic
materials for listening tasks designed for gifted students. By transforming videos like TED
Talks or documentaries into usable formats, teachers can prepare engaging audio or video
content that supports complex, thought-provoking tasks.
Step 1: Choose a YouTube video
o
Select a video, such as a TED Talk or National Geographic feature, that suits
gifted students’ interests and challenges their intellect (e.g., topics like
technology or global issues).
o
Ensure the video has clear audio and relevant content to meet learning goals,
like analyzing arguments or understanding nuanced ideas.
Step 2: Visit the conversion website
28
o
Go to https://en1.y2mate.is/12/youtube-to-mp4.html on a web browser using
a computer or mobile device with internet access.
o
Note the website’s layout, which includes a box for pasting a YouTube link
and buttons to start the process.
Step 3: Paste the video link
o
Copy the YouTube video’s URL
o
Paste the link into the search box on the Y2mate website.
o
Click “Start” or a similar button to let the tool analyze the video.
Step 4: Select MP3 or MP4 Format
o
Choose MP3 for audio-only files, perfect for listening tasks focusing on
speech or narration.
o
Choose MP4 for video files, useful if visuals enhance the task (e.g.,
observing body language).
o
Pick a quality option if available (e.g., 128kbps for MP3, 720p for MP4) to
ensure good sound or visuals.
Step 5: Download the File
o
Press the “Download” button for your chosen format.
o
Wait briefly for the conversion to complete, then save the file to your device
with a clear name (e.g., “TED_Talk_Sustainability.mp3”).
o
Check that the file downloads correctly without errors.
29
CHAPTER 4. CONCLUSION
4.1.
Summary
This study reflects the author’s efforts to explore and apply AI to design engaging
listening tasks, addressing the need for authentic and challenging materials. Through
persistent experimentation with tools like MagicSchool.ai, Twee,... developed practical
methods to create tailored listening activities using online listening materials. Teachers,
including myself, experienced reduced preparation time, allowing more focus on classroom
facilitation and differentiation to meet diverse student needs. This study highlights the
potential of AI to simplify and enrich listening task creation, offering teachers a valuable
approach to support advanced learners in language education.
4.2.
Limitations
This study, while insightful, faced several limitations that warrant consideration.
Firstly, reliance on specific AI tools introduced constraints, as their functionality depended
on internet access and user familiarity, potentially challenging teachers with limited
technological proficiency. Secondly, Twee’s restriction to one-minute video extracts
occasionally hindered the inclusion of broader contextual content, which could have
enriched tasks for gifted learners. These limitations suggest areas for further exploration in
future research.
4.3.
Suggestions for further study
This study paves the way for future explorations to optimize AI-driven listening task design
for students in gifted high school. Future studies should investigate the integration of
listening tasks with complementary skills, such as speaking and writing, to foster holistic
language development which is crucial for gifted learners’ fluency and expression.
Additionally, developing accessible training resources to boost teachers’ confidence with
AI tools could mitigate technological barriers. These directions promise to strengthen AI’s
role in supporting learners and educators.
30
REFERENCES
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language
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Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening:
Metacognition in action. Routledge.
Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching,
and language learning. Modern Language Journal, 100(S1), 64–80.
Heffernan, N., & Otoshi, J. (2020). The rise of AI in language learning: Opportunities and
risks. Language Learning & Technology, 24(3), 1–8.
Xu, Y., & Warschauer, M. (2020). Intelligent scaffolding in L2 listening: Designing AI-
based tools for language learners. ReCALL, 32(1), 55–73.
Chapelle, C. A. (2003). Computer applications in second language acquisition:
Foundations for teaching, testing, and research. Cambridge University Press.
Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta
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