AI Tools for Teaching and Learning

French 1B | AI-enhanced instruction | Francophonie | Equity

Reflection on Instructional Change

In redesigning French 1B for online delivery, I aimed to make the course not only more robust in Canvas but also more equitable and reflective of global Francophone diversity. Using a Communicative Language Teaching (CLT) approach, I emphasized student ownership, collaborative projects, and continuous formative assessment. The shift from a textbook-first model to an open, student-centered course design required a full rebuild, especially when moving to OER materials.

Generative AI played a somewhat unexpected but positive role in this process. I’ve used AI tools such as ChatGPT as design collaborators—to draft and revise quiz questions, spin variations on grammar activities, and adapt content to different learner profiles. This has allowed me to offer students more differentiated and inclusive practice without sacrificing cultural or pedagogical intentionality.

Continuing to develop Canvas content, aligning it to Quality Matters standards, and embedding AI-informed workflows helped me design a course that’s more accessible, sustainable, and learner-centered than ever before.

Impact on Teaching and Student Learning

The redesign of French 1B significantly improved both student engagement and instructional clarity. Students now enter class having already engaged with the material—thanks to asynchronous grammar and vocabulary prep built into Canvas modules—and spend in-class time actively speaking, listening, and collaborating. This flipped structure empowers students to arrive ready to participate and builds a habit of responsibility.

Low-stakes formative assessments, generated and adapted with the help of AI, have allowed for more frequent feedback without increasing grading burden or student stress levels. Students report feeling more confident when completing summative tasks due to the consistent structure and transparency of the Canvas layout.

The most tangible impact has come from student-led Francophone region projects. These live, student-designed presentations have created moments of genuine cultural exploration and often lead to peer-to-peer learning beyond the curriculum. The integration of tools like shared docs and participation tracking also provides visibility into group dynamics, which helps ensure more equitable participation.

FLC Activities Most Influential that Impacted My Instruction

The Spring '25 Observe and Analyze Preparation Meeting, part of the AI Tools for Teaching and Learning FLC, had a major impact on how I approached course design. Completing the “Observe and Analyze” Canvas page and engaging in a small-group session prompted me to view my course through a student lens and refine it for clarity and equity.

We are now sharing our redesigned instructional elements at the culminating event, which will allow me to reflect publicly on what worked—and what still needs work. As a result, I made targeted improvements to my Canvas module flow and expanded my integration of AI-supported formative assessment, both influenced by FLC dialogue and peer feedback.

Evidence of Instructional Change

French 1B’s Canvas modules were redesigned for clarity and flow, making it easier for students to navigate pre-class prep and in-class participation. This shift has increased student confidence and self-direction.

AI tools now support the generation of grammar and speaking tasks, allowing me to provide low-stakes practice more efficiently. In-class presentations on Francophone regions also now incorporate collaborative tools that document participation and promote accountability.

Faculty Bio – Abram ‘Avi’ Jones

• B.A. in Linguistics – UC Davis
• M.A. in Linguistic Anthropology – CSU East Bay
• M.A. in French (Second Language Acquisition) – UC Davis
• M.A. in Education (Language, Literacy, and Culture) – UC Davis
• TESOL Advanced Practitioner (2016)
• Designated Subjects Credential in Adult Education (2022)
• @ONE Certification in Canvas Course Design (2022)
• Quality Matters Peer Reviewer (2023)

Faculty Biography
I currently serve as a Faculty Peer Mentor for Online Course Services at CSU Sacramento, supporting hybrid and online course design. My teaching experience spans community colleges, universities, and adult education, with a consistent focus on equity, student-centered learning, and linguistic diversity.

Funding Source

This work was supported by the Sacramento State Center for Teaching and Learning (CTL) as part of the AI Tools for Teaching and Learning Faculty Learning Community during the 2024–2025 academic year.

*Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.