Speaker
Description
This action research investigates how AI tools can support differentiated instruction in teaching IELTS Speaking to Grade 10 EFL learners at EFA - a private English center in Hai Phong, Vietnam. The study was prompted by a common challenge: mixed-ability students often struggled with standardized speaking tasks, resulting in low engagement and uneven progress.
Grounded in Tomlinson’s (2014) framework for differentiated instruction, the eight-week intervention grouped learners based on their speaking readiness, confidence, and fluency. Instruction was differentiated in three aspects:
(1) Content – personalized speaking topics aligned with learners’ interests and levels;
(2) Process – integration of AI tools such as ChatGPT (idea generation, sample responses), text-to-speech apps (model pronunciation), voice-to-text tools (self-reflection), and AI-based speaking platforms for feedback;
(3) Product – varied speaking tasks including live responses, recorded monologues, and simulated interviews.
Data were collected from audio recordings assessed using IELTS Speaking rubrics, self-assessment checklists, teacher reflection logs, and learner interviews. Results indicated that AI-assisted differentiation enhanced students’ fluency, lexical resource, and confidence, particularly among lower-proficiency learners.
The study highlights the potential of combining artificial intelligence and differentiated pedagogy to create a more inclusive and effective IELTS Speaking learning environment.
Biography
Thái Huy Phạm - a TESOL teacher, is the Director of EFA Center in Hai Phong, Vietnam. He teaches students of all school levels and prepares learners for Cambridge English exams. He is committed to sustainable educational development and actively seeks opportunities to improve teaching quality through research and academic collaboration.
