The emergence of generative artificial intelligence (AI) has created several potential applications in education. While preliminary studies attempted the general exploration of its utilization as pedagogy, research tool, and language learning, few focused on its potential in classroom curriculum design. This paper explores the capability of ChatGPT, a generative AI, in bilingual curriculum design and the potential impacts on learners. Three main areas are examined: (1) How does ChatGPT help with general curriculum design? (2) What are the potential impacts ChatGPT may have on bilingual learners? (3) What potential implications from an AI-generated curriculum may bring to educators and learners in other disciplines? This study proposed an AI-generated curriculum in the context of primary school general education. This study uses an AI-based lesson plan to examine the potential effects on bilingual instruction and students' learning self-efficacy. Responses from a number of municipal primary school instructors and students are collected and analyzed after implementation. Research findings show that the AI-generated bilingual curriculum helps educators formulate comprehensive content, generate related activities, and set rubrics. The use of ChatGPT, from a learner's perspective, enhances student engagement in bilingual classrooms and improves their learning self-efficacy. For practitioners, this study compares traditional and AI-generated curricula and provides implications on teaching practice and pervasive suggestions for similar attempts in different subjects.

Authors:
Ting-Fang Tsai, National Taichung University of Education, Taiwan
Chih-Chien Yang, National Taichung University of Education, Taiwan

About the Presenter(s)
Ms Ting-Fang Tsai is a University Doctoral Student at National Taichung University of Education in Taiwan

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