Speaker
Description
Mixed-ability English classrooms present a persistent challenge for upper-secondary teachers, particularly in Grade 10, where students enter high school with varied levels of vocabulary, grammar, confidence, and communicative competence. This poster presents the AIM Model as a practical framework for designing AI-supported tiered tasks in mixed-ability English classes. AIM stands for Adapt input, Individualize support, and Make English usable. The model guides teachers to use artificial intelligence not simply to generate worksheets, but to redesign one textbook-based lesson into multiple learning pathways. In the Adapt stage, AI helps adjust the difficulty of reading or listening input while preserving the core learning objective. In the Individualize stage, AI supports the creation of vocabulary banks, sentence frames, guided questions, and role cards for learners with different needs. In the Make English usable stage, students complete communicative tasks that simulate real-life English use, such as interviews, role-plays, mini-presentations, announcements, or short opinion exchanges. The poster illustrates how a Grade 10 English unit can be transformed into three task levels: supported participation, guided communication, and extended production. It also highlights the teacher’s role in checking accuracy, adapting AI-generated materials, and ensuring that tasks remain pedagogically appropriate. The AIM Model offers a manageable and inclusive way for teachers to respond to learner diversity while promoting more meaningful English use in regular classroom settings.
Biography
I am an English teacher at FPT Schools - Long Van Campus, Vietnam, where I teach upper-secondary students, particularly Grade 10 learners in mixed-ability classrooms. I graduated with a distinction degree in English Language Teacher Education, which has provided me with a strong foundation in language pedagogy, lesson design, and learner-centered teaching.
Throughout my academic and professional journey, I have actively participated in various competitions and educational activities that have strengthened my creativity, problem-solving skills, and leadership capacity. Notably, I won first prize at the Women Leadership Hackathon in Seoul, Korea, organized by Sookmyung Women’s University. This experience broadened my perspective on innovation, collaboration, and the role of education in addressing real-world challenges.
My current professional interests include differentiated instruction, communicative language teaching, learner engagement, and the meaningful integration of educational technology in English language classrooms. In my teaching practice, I am especially interested in helping students move beyond textbook-based learning towards more practical and authentic English use. I am currently exploring how artificial intelligence can support teachers in adapting materials, providing scaffolding, and designing inclusive communicative tasks for students with diverse proficiency levels and confidence levels.
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