Crafting TBL Prompts for Classroom Activities that Support Self-Directed Learning in ESP Courses: Medical English Course Example

Abstract

We present a teaching practice that integrates structured, AI-supported Task-Based Learning (TBL) prompts into an English for Specific Purposes (ESP) medical English course at a Japanese university. The aim was to reduce learner technostress and entry-level cognitive load while supporting speaking and writing practice in a large, mixed-proficiency class. Using ChatGPT, students generated task-specific prompts through a simple click-and-choose interface and pasted them directly into the AI, allowing them to focus on language use rather than prompt formulation. We introduce PROMPT-MAP, a framework that guides instructors in designing clear, level-appropriate, and repeatable AI-enhanced TBL tasks aligned with specific learning goals. Classroom observations suggest that this structured approach supported equitable access to individualized practice while allowing instructors to retain pedagogical control without reliance on commercial AI systems.

Ähnliche Arbeiten