Exploring AI for Differentiated Instructions: Preservice Teachers’ Use of AI for English Language Learners

• In Event: Exploring Digital Platforms, Literacy Practices, and Pedagogical Futures from Diverse Perspectives

Abstract

Objectives
Many digital platforms, especially Artificial Intelligence (AI) technologies, are increasingly embedded in daily life, transforming how we interact with information. ChatGPT illustrates this shift, reshaping digital communication and content creation (OpenAI, 2023). Despite AI’s growing presence, its use in education, particularly to support differentiated language and literacy instruction for English Language Learners (ELLs), remains limited. As the ELL population grows, so does the need for instructional practices that respond to linguistic and cultural diversity. While differentiated instruction is essential for ELL success (Brown & Endo, 2017; Manavathu & Zhou, 2012; Ojong, 2023), the potential of AI to support this work in the context of language and literacy development is still largely understudied.

Perspectives
Grounded in sociocultural theory (Vygotsky, 1978), this study views AI, specifically ChatGPT, as a mediating tool that supports teacher learning. It explores how AI can scaffold lesson design and promote reflective and collaborative thinking consistent with Vygotsky’s concept of the Zone of Proximal Development. The study examines how five preservice teachers in a TESOL master’s program used ChatGPT to enhance and differentiate language and literacy instruction for ELLs. It addresses the following research questions:
How does AI influence preservice teachers’ attitudes and confidence in planning language and literacy instruction?
How do they use AI to adapt language and literacy instruction for learners at different proficiency levels?
Modes of Inquiry and Data Sources
Participants were five preservice TESOL teachers completing their master’s degree. As part of a course project, each created a language and literacy-focused lesson plan independently and then revised it using ChatGPT. They documented their process using screen recordings, saved both versions of their lesson plans, and wrote reflections. Data sources included lesson plans, screen recordings, reflective essays, surveys, and interviews. A qualitative approach guided the analysis. Through thematic coding (Saldaña, 2016), the study identified patterns in how participants engaged with AI to support differentiated language and literacy instruction.

Findings and Significance
Preliminary findings indicate that the preservice teachers’ initial skepticism shifted to appreciation. They found ChatGPT helpful in brainstorming ideas, creating examples, and generating language and literacy-appropriate materials for learners at various proficiency levels. The tool helped clarify their thinking and strengthened their lesson planning. While none viewed AI as a replacement for teachers, all described it as a “critical friend” that offered support and feedback. They appreciated its efficiency but also recognized limitations such as a lack of context and cultural awareness. They emphasized the importance of teacher judgment in adapting AI generated content. These findings highlight the need for intentional training in the pedagogical use of AI, particularly for supporting differentiated language and literacy instruction in multilingual classrooms.
Aligned with this year’s conference theme, this study encourages educators to think critically about new technologies while honoring the lived experiences of ELLs. It contributes to the discourse on emerging technologies and their role in fostering equitable, responsive language and literacy instruction.

Author

• So Lim Kim, SUNY - College at New Paltz