ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: Teacher to Teacher: Is AI reshaping education for the better?
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109 ประโยค
หากประโยคสั้นหรือยาวเกินไป กดที่ Edit เพื่อปรับแก้
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You didn't have that like existential dread of oh no my job is going to be outsourced by automation.
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It's not about are you using these tools or are you not using these tools, it's are you using them in the right way.
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My initial impression of AI was I am out of a job
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because this device can write an essay better than I can.
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So how can I sell students on the importance of writing topic sentences
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and learning grammar rules when this thing can just do it for us?
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But that mindset, I think, quickly shifted when I actually started playing around with the tools within the context of lesson planning
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and thinking about how my classroom teaching can be enhanced.
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So my mindset went from how will my change in a
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scary way to how can I be a better teacher now
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because of this new emergent technology sure it's not about are you using these tools
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or you're not using these tools it's are you using them in the right way
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and students who are using them as answer generators were doing
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poorer than the students who were not using the tools at all
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so the the point
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that we then had a conversation about was how do we use these tools to be that personal tutor
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And like you get to a point where you keep balancing an equation incorrectly.
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Take a screenshot of that equation and say, can you explain to me what my mistake is?
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Not what's the answer to this math problem, right?
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You're going to get different outcomes from those two prompts.
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Have you seen some of the outcomes that you've been seeking in the classroom change?
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Not just how the students are working towards those outcomes, but the outcomes themselves.
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I think we're on our way because I'm becoming more capable at harnessing its potential for good.
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Like, for example, only recently have I taught kids how to use it as a kind of writing tutor.
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And so I've trained them how to use it to coach them in the same way that I would coach them.
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And I've taught them how to prompt to get the feedback that I would give to them.
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That being said, I do worry that the over -reliance on the tool means
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that we're not grappling with complex text in the way we did like pre -ChatGPT.
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They read SparkNotes, but now they have this tool that can summarize for them.
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And reading carefully has been on the decline for many years.
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And so that's one fear that I have is how can we continue pushing kids to read complex,
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challenging texts on their own and again, use AI as a thought partner, not a replacement for the reading and struggling process itself.
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And that kind of reminds me, I was reading the UNESCO competency framework, and one of the key points was that it is fundamental
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that schools recognize that if we as educators can't model how to use these tools well, we are setting up our students for failure.
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We all have to learn how to use them.
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I mean, you were talking about critical, building critical thinking skills and the World Economic Forum puts out their job support every two years.
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And the two top skills they always put that companies are saying
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that students need in school are critical and creative thinking skills.
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So it's then asking ourselves, how can we use these skills at the top of the top of that bracket?
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And then you talked about your assessments and how you look at the process of how they're writing them.
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Now I know there's tools out there that we can put an essay in and see was it generated by artificial intelligence
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And when I saw
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that was starting to come out I had chat GPT write me an essay on a random topic
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and I put it in it was a hundred percent generated
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So I said well that that looks like it's a pretty reliable tool
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And then I kept giving it the prompt right more like a human in
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Different forms of that prompt and I got it down to about 20 percent confidence
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that it was written by artificial intelligence and I didn't write a single word of that.
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That reminds me of my early kind of experience interacting with AI.
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I remember I was new to ISP, I was a maternity cover, and so I didn't know the students that well.
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And I remember this student wrote this kind of like very detailed, brilliant, it was just like a graphic organizer, small activity.
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We put a lot of time, effort, and energy into it.
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And most of the other students did not.
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So I assumed that he used AI, and I asked ChatGPT, was this generated by you?
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ChatGPT said, yes, I generated this.
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And I later learned that this is just the student that goes above and beyond for everything.
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And the student was really offended that I accused him of using ChatGPT and it kind of, it damaged our relationship.
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And so I quickly learned that, man, we can't over -rely on this technology.
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We have to be vigilant and we have to be skeptical.
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Do you have any like blunders that you want to share about how you've used it?
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I mean...
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I'm also in graduate school, so I'm using it as a student and I'm using it as a teacher.
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And that's given me a really unique perspective on this.
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And I bought into a platform where I had to read many, many, many peer -reviewed articles for a thesis that I was writing.
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So I would read them, maybe not the methods in full, but I would read the introductions and the conclusions
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and try to wrap my head
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and then I would put them into a chat bot
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and I would have it start trying to help me look for similarities and differences among research papers.
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So I would ask, for instance, for a certain fact from one of the research papers that was in my notes,
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and it would tell me that that fact exists and it's on page six.
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Now, as somebody who's been a student for quite a long time,
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I know that I need to go check page six and I need to make sure that,
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you know, what's written in my notes for my citations
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and it's not it's not there yeah so this tool that was branding itself
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as a way to help me with my research could actually lead my citations to be incorrect
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so as a student it's actually like prevented me from using this tool at all
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because i don't want to put something in my paper unethically
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and i think
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when i think back to like a 14 15 year old i don't think they're going to take
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that step i think they're going to take it at its word so
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So that skepticism is really important to build.
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You say you're cautiously optimistic as well, either the optimistic side or the cautious side.
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Yeah, I mean, you bring up a good point about the coming of age in a time
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when there's so much uncertainty in it.
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The conversations are generally quite scary for students.
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And I think about the impact that has on their cognitive development
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and their well -being and it must be
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so scary to think about what is the world going to look like when I'm an adult,
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when the world is changing so rapidly and there's so much unknown
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and uncertainty and kids are already dealing with enough stress and anxiety about the future,
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but we don't even know what the future looks like more than ever.
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I remember when I was in school thinking about what is going to be my major and my career,
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I had a pretty good understanding of what the next five to ten years would look like, but I was still scared.
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So I worry for the younger generations grappling with all of the complexity.
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So would you say you're cautiously optimistic about what's to come with AI?
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How are you thinking about the future?
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I am.
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I think the word cautious is correct there.
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I am on the optimistic side.
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Now, if we talk about it from like an educational perspective, I think increasing educational equity across the world,
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especially in developing countries, So many people now have a smartphone in their pocket. And
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when you're looking at how we can support students who don't
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have the same access to education as students at our school might have, they might not be too far behind if we support developing countries
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and schools and teachers to adopt these tools and to use them as personal tutors.
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Because not everybody can afford to go out and pay somebody per hour for a tutor.
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So that's one way I'm really optimistic, but we really need to put a lot of focus into that as a worldwide community.
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But optimistic that, like, if we as a collective society can continue to embrace the opportunities that these technologies offer us,
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I do, I hope that, I don't know, I hope that we can harness, harness is good and make society a better place.
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Thank you.
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คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้
บทเรียนฝึกพูดนี้ใช้วิดีโอ “Teacher to Teacher: Is AI reshaping education for the better?” เป็นสื่อ คำที่ถูกพูดซ้ำบ่อยที่สุด: student, tool, optimistic วิดีโอนี้มี 109 ประโยค และ 1564 คำ สำหรับฝึกพูดตาม ช่วงที่มีเสียงพูดยาว 8:29 ผู้พูดพูดเร็ว ประมาณ 184 คำต่อนาที จึงมีการเชื่อมเสียงและลดเสียงค่อนข้างมาก 84% ของคำอยู่ใน 3,000 คำที่ใช้บ่อยที่สุดในภาษาอังกฤษ ส่วนที่เหลือควรดูไว้ก่อนเริ่มฝึก
คำศัพท์สำคัญในวิดีโอนี้
คำที่ควรเรียนรู้ 15 คำจากวิดีโอ พร้อมคำอ่านและความหมาย:
| คำศัพท์ | คำอ่าน | ความหมาย |
|---|---|---|
| optimistic คำคุณศัพท์ | /ˌɒptɪˈmɪstɪk/ | มองโลกในแง่ดี |
| tutor คำนาม | /ˈtjuːtəː/ | ครูพิเศษ |
| scary คำคุณศัพท์ | /ˈskɛə.ɹi/ | น่ากลัว |
| essay คำนาม | /ˈɛs.eɪ/ | ความเรียง, ข้อเขียน |
| topic คำนาม | /ˈtɑpɪk/ | หัวข้อ, กระทู้ |
| remind คำกริยา | /ɹəˈmaɪnd/ | เตือน |
| artificial คำคุณศัพท์ | /ˌɑː.tɪˈfɪʃ.əl/ | เทียม |
| classroom คำนาม | /ˈklɑːsɹʊm/ | ห้องเรียน |
| uncertainty คำนาม | /ʌnˈsɜːtənti/ | ความไม่แน่นอน |
| equation คำนาม | /ɪˈkweɪ.ʒən/ | สมการ |
| cautious คำคุณศัพท์ | /ˈkɔːʃəs/ | ระวัง, รอบคอบ |
| pocket คำนาม | /ˈpɑ.kɪt/ | กระเป๋า |
| lesson คำนาม | /ˈlɛs.ən/ | บทเรียน |
| anxiety คำนาม | /æŋˈzaɪ.əti/ | ความวิตกกังวล |
| impression คำนาม | /ɪmˈpɹɛʃn̩/ | ความประทับใจ |
กริยาวลีที่คุณจะได้ยิน
| คำศัพท์ | ความหมาย |
|---|---|
| bring up คำกริยา | เลี้ยงดู, ฟูมฟัก |
| go out คำกริยา | ออก, ออกไป |
ไวยากรณ์ในวิดีโอนี้
โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:
| โครงสร้าง | ในวิดีโอ |
|---|---|
| Present perfect have/has + กริยาช่อง 3 — เหตุการณ์ในอดีตที่ยังเกี่ยวข้องกับปัจจุบัน | Have you seen · I've trained · I've taught |
| Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำ | be outsourced · can be enhanced · being said |
| Relative clauses who / which + อนุประโยค — ข้อมูลเพิ่มเติมเกี่ยวกับคนหรือสิ่งของ | students who are · students who were · students who don |
การออกเสียงที่ควรระวัง
ผู้พูดใช้รูปย่อและรูปลดเสียง 30 ครั้ง เช่น I'm, don't, you're ให้พูดแบบสั้นตามที่ได้ยิน
- เสียง “th”: mathematics /mæθ(.ə)ˈmæt.ɪks/, thesis /ˈθisɪs/
- เสียง “sh” และ “zh”: artificial /ˌɑː.tɪˈfɪʃ.əl/, equation /ɪˈkweɪ.ʒən/, citation /ˌsaɪˈteɪʃən/, cautious /ˈkɔːʃəs/, conclusion /kənˈkluːʒən/
- คำยาว — ลงเสียงหนักให้ถูกพยางค์: optimistic /ˌɒptɪˈmɪstɪk/, artificial /ˌɑː.tɪˈfɪʃ.əl/, uncertainty /ʌnˈsɜːtənti/, anxiety /æŋˈzaɪ.əti/, fundamental /ˌfʌn.dəˈmɛn.təl/
เสียงที่คนไทยมักออกเสียงยาก:
- เสียงท้ายคำ — ออกเสียงให้ครบ ไม่เปลี่ยนเป็นตัวสะกดแบบไทย: skill /skɪl/, harness /ˈhɑɹ.nəs/, artificial /ˌɑː.tɪˈfɪʃ.əl/, cautious /ˈkɔːʃəs/, fundamental /ˌfʌn.dəˈmɛn.təl/
- /v/ — ไม่ใช่ /w/ ให้ฟันบนแตะริมฝีปากล่าง: collective /kəˈlɛktɪv/, cognitive /ˈkɑɡ.nɪ.tɪv/, vigilant /ˈvɪd͡ʒɪlənt/
- /z/ — เสียงก้อง ไม่ใช่ /s/: anxiety /æŋˈzaɪ.əti/, accuse /əˈkjuz/, organizer /ˈɔɹɡənaɪzɚ/, existential /ˌɛɡzɪˈstɛnʃl̩/, skepticism /ˈskɛp.tɪˌsɪ.zəm/
วิธีฝึกกับวิดีโอนี้
- ฟังวิดีโอให้จบหนึ่งรอบโดยยังไม่ต้องพูด แล้วจดคำที่ยังไม่รู้จัก
- เริ่มที่ความเร็ว 0.75× พูดตามทีละประโยค แล้วกลับไปใช้ความเร็วปกติเมื่อเริ่มคล่อง
- อัดเสียงตัวเองแล้วเทียบกับต้นฉบับ โดยสังเกตคำอย่าง optimistic, tutor, scary เป็นพิเศษ
เทคนิค Shadowing คืออะไร?
Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ