English learners, have you tried using any AI software to help you learn, like chatGPT?
For those that have tried, has it been a good or bad experience using AI tools to help you with learning English?
4 answers from our tutors
Best answer
I also heard about it. It seems to be helping a lot with teacher lessons as well. I need to check it out.
Hi It is useful to make short passage with multiple choice questions included Best regards
Yes, I am still a college student and it can be a very helpful tool for us when we need to get some ideas. I specifically use ChatGPT. It is easier to get what you need because you can create a prompt. One of the examples that I usually do is creating a prompt where it can build me an outline for an essay writing that I can use as a guide. It can also suggest things that can help you improve your writing. There are many things you can explore while using an AI software, just always keep in mind that use it in a right way.
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I haven't try it.but I do ues it for working.
Other student questions
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What strategies can we implement to ensure our Business English meetings with foreign clients are engaging and effective?
- Can you share your experience how you teach students conditionals?
What kind of method do you use to explain clearly each conditional for students? Do you provide some examples from real life and how you do it? Thank you!
Best answer
The first thing to do when teaching conditionals would be to explain what conditionals are, then provide them with examples, then play a game where they need to identify the conditional, and finally have them create their own to see if they understood it
- Could you explain me, please, when I need to use 0,1,2,3 and mixed conditionals? Thank you!
Can you provide examples?
Best answer
Mixed conditional combined second and third conditionals to talk about the past situations has a present consequence or a present situations that is a result of a past action Structure: If + past perfect + would +verb If I had studied medicine, I would be a doctor now.
