Reflection
Creating the website “AI and English Pronunciation” gave me a clearer understanding of how digital tools can support language learning when the content is organized well. At the start, I helped confirm the topic and plan the layout of the first pages, so I had to think about what visitors really need first: a simple introduction, clear explanations of AI tools, and examples. While reviewing my group members’ materials, I realized that many academic sources talk about AI very positively, but teachers still worry about accent bias, reliability, and students’ dependence on technology. That made me balance our content: not only showing benefits, but also showing limits.
This project also improved my teamwork skills. I had to coordinate tasks, check consistency, and make the final version look like one website, not four separate parts. Overall, the process taught me that good educational websites must be simple, accurate, and learner-friendly, especially when introducing a new topic like AI pronunciation.
Developing the “AI and Pronunciation” website was a truly reflective learning experience that changed how I view both technology and language education. At first, I thought the project would mainly involve collecting information and building pages. However, during the process, I realized that designing an educational website requires critical thinking about how knowledge is presented and how users engage with it.
One major challenge was finding a balance between technical features and meaningful learning content. While using WordPress, I learned to think not only as a designer but also as a learner—considering clarity, accessibility, and engagement. I also reflected on the role of AI in pronunciation learning: although AI provides personalized feedback and practice opportunities, it cannot replace human interaction, emotion, and cultural awareness in communication.
This project taught me that technology in education is not just a tool but a partner that must be used thoughtfully. It also strengthened my collaboration, problem-solving, and digital literacy skills. Most importantly, it made me more aware of the ethical and pedagogical responsibility behind integrating AI into language learning environments.
Working on the creation of our website on “AI and Pronunciation” has been a meaningful learning experience for me. My main responsibility was to collect videos and images that could effectively support our explanations and make the content more engaging for users. This helped me gain a deeper understanding of how AI is transforming language learning and why it has become an essential tool for improving learners’ pronunciation.
One challenge I faced was selecting materials that were not only visually appealing but also relevant, credible, and educational. I had to evaluate many resources to ensure that the examples we included would accurately represent how AI assists learners. Working within the group also taught me the importance of communication and coordination, as we had to make sure the visuals matched the written content and overall structure of the website.
Overall, this project allowed me to develop stronger digital literacy skills, especially in evaluating online resources and integrating multimedia into academic content. It also reinforced the idea that technology, when used thoughtfully, can significantly enhance English pronunciation learning.
When selecting the topic, we reviewed literature on digital English education, such as studies on AI-driven speech recognition in Language Learning & Technology. We found digital English now emphasizes tech-enabled, personalized learning, and AI fills the gap in instant pronunciation feedback. This led us to focus on “AI and Pronunciation”.
During the project, teamwork involved researching AI tools (e.g., speech recognition systems) and designing ESL activities. We learned digital English isn’t just about tech tools but about how AI can provide tailored, immediate support for sounds, stress, and intonation.
This project showed me digital English leverages AI to make pronunciation learning interactive and effective. It also highlighted the need to balance AI’s strengths (instant feedback) with its limits (contextual understanding). Through referencing and creating content, I grasped how digital tools reshape English learning, especially in pronunciation.
Through participating in this group project for the “Using AI to Improve English Pronunciation” website, I gained a deeper understanding of how technology reshapes language learning. I systematically led the collection and analysis of AI speech learning case studies, which required not only extensive research into various tools but also critical evaluation across dimensions such as pedagogical effectiveness and user experience. This work revealed that the true foundation of a technology’s efficacy lies in rigorous empirical evidence and a deep understanding of learners’ cognitive processes.
In our team collaboration, we engaged in multiple rounds of discussion and revision focused on page presentation and content structure. This process made me realize that digital media design itself constitutes an “implicit curriculum.” Intuitive interfaces and user-friendly interactions can significantly reduce learners’ cognitive load, allowing them to focus their attention on the language content itself.
This experience has reinforced my belief that the value of educational technology lies in its potential as an enabling intermediary. It should seamlessly integrate into learning environments, bridging the limitations of traditional classrooms through instant feedback and personalized pathways. I have not only honed my cross-disciplinary collaboration skills but also strengthened my resolve to explore how technology can more effectively serve diverse learning needs in the future.