From Prompts to Power: Using AI to Grow Thinking ESL Readers

Artificial Intelligence (AI) tools such as ChatGPT, Gemini AI and Copilot are rapidly transforming the way educators support English as a Second Language (ESL) learners, particularly in enhancing their thinking skills. One of the most valuable roles AI can play in this context is as a scaffolding tool that guides ESL readers toward higher-order thinking. Absolutely, AI can help learners explore texts more deeply by prompting them with questions that require analysis, evaluation, and creation, in line with Bloom’s Taxonomy. For ESL readers who may struggle with vocabulary or comprehension, AI may offer a non-judgmental companion that bridges understanding and encourages deeper thought.

We all know that the strength of AI lies in its capacity to personalise learning. By adapting to each learner's level and pace, AI can supply questions that model critical thinking. These functions would empower ESL readers to move beyond basic comprehension toward more reflective and analytical reading. For instance, a learner might use AI to generate HOTS questions which are relevant to the text.  

However, it is important to recognise that AI should not become a crutch among learners. As ESL learners become more confident and capable thinkers, their dependency on AI tools must naturally decrease. The goal is not to rely on AI indefinitely, but to use it as a temporary scaffold, just like training wheels on a bicycle. AI is to be integrated in the ESL lessons until the learners can think critically without support. Prolonged dependence on AI may risk stunting creativity. Therefore, gradual release of responsibility from AI to the learners is definitely essential.

Ultimately, the most crucial factor in nurturing critical ESL readers is the consistent and intentional effort of ESL teachers. What can educators do? Perhaps, educators should actively explore and implement thoughtful strategies that integrate both human insight and AI-powered support. By designing learning activities that promote critical thinking and Higher Order Thinking Skills (HOTS), teachers can help learners internalise effective questioning and reasoning skills. Below are examples of HOTS questions generated using an AI tool; ChatGPT that can be used to support the development of ESL readers’ ability to formulate and pose their own HOTS questions. Even with brief texts like the ones below, a range of meaningful questions can be created. Naturally, longer and more complex passages offer even greater opportunities for generating deeper, more varied HOTS questions.

CLOSE-UP: Unit 6, Sport with a Difference, page 70

Based on the short text about paddleboarding and scuba diving, here are 14 HOTS questions to empower ESL learners, aligned with Bloom’s Taxonomy:

Evaluation-Level HOTS Questions

(Verbs: judge, evaluate, justify, decide, critique, compare, defend)

1. Which activity, paddleboarding or scuba diving, do you think is more challenging? Why?

2. Is it a good idea to try paddleboarding if you cannot swim well? Why or why not?

3. Do you think the cost of scuba diving lessons is fair? Explain your answer.

4. Which activity is better for beginners? Give reasons for your choice.

5. Would you recommend paddleboarding to someone who dislikes physical effort? Why?

6. Is learning from an experienced instructor always necessary? Justify your opinion.

7. Which sport seems more exciting to you? Why do you think so?

Creation-Level HOTS Questions

(Verbs: create, design, imagine, invent, plan, write, develop)

1. How would you design a poster to promote one of these adventure sports?

2. What questions would you ask an instructor before joining a scuba diving course?

3. Can you imagine a new water sport that combines features of both paddleboarding and scuba diving? What would it look like?

4. How would you explain the difference between paddleboarding and scuba diving to a friend who has never done either?

5. What new equipment would you invent to make paddleboarding easier for beginners?

6. If you wrote a short blog post about your first paddleboarding or scuba diving experience, what would you say?

7. How would you plan a one-day adventure trip including both activities?

   
   
   
   
   
   

   

   
   

   CLOSE-UP: Unit 11, Things to Do this Summer, page 136

   Based on the short text about modern dance, here are 14 HOTS questions following Bloom’s Taxonomy to encourage deeper thinking among ESL learners:

   Evaluation-Level HOTS Questions

   (Verbs: judge, evaluate, decide, critique, compare, defend, justify)

   1. Is modern dance a better way to express yourself than other types of dance? Why?

   2. Do you think it’s important for a dance style to have rules like ballet? Explain your answer.

   3. Would you enjoy a dance class that makes you hot and tired? Why or why not?

   4. Which is more difficult to learn: modern dance or ballet? Why?

   5. Do you agree that learning modern dance helps you learn a lot? Justify your opinion.

   6. How would you judge the value of modern dance for young people today?

   7. Is creating your own style more important than following dance traditions? Defend your view.

   Creation-Level HOTS Questions

   (Verbs: create, design, imagine, plan, develop, write, compose)

   1. How would you create your own modern dance style? What moves would you include?

   2. What kind of music would you choose for a modern dance performance? Why?

   3. If you could name a new kind of modern dance, what would you call it and why?

   4. How would you explain modern dance to someone who has never seen it before?

   5. Can you imagine a story told through modern dance? What would it be about?

   6. What steps would you take to teach someone their first modern dance move?

   7. How would you plan a fun and effective modern dance class for beginners?

   How can the questions above be used effectively in the ESL classroom? The answer is simple. Even if learners are not yet ready to formulate their own HOTS questions, teachers can still use the questions by having students discuss and respond to a selection of them whether in groups, pairs, or individually. The key is consistent exposure. The more opportunities learners have to engage with HOTS questions, the more likely they are to develop the competencies needed to formulate and pose such questions on their own. Over time, this practice will help transform them from passive readers into active, thoughtful, and critical readers who interact with texts at a deeper level.