生成式人工智能赋能ESL教学全流程：应用框架、实践路径与风险治理——面向一线英语教师的实践研究与操作指南

Empowering ESL Instruction with Generative AI: An Application Framework, a Practical Approach, and Potential Risks—Research and User Manual for ESL Teachers

摘要: 生成式人工智能正在改变英语作为第二语言(ESL)教学中的材料开发、课堂互动、学习反馈和教师反思方式。文章以教师日常教学闭环为分析框架，在技术–教学–内容知识(TPACK)视角下，梳理大语言模型、教育垂直工具、语音识别与多媒体生成工具在教材分析、学情诊断、备课、教材改编、课堂支持、证据收集和教学反思中的应用路径。同时指出，AI输出存在幻觉、偏见、隐私与版权等风险，因此教师的专业判断、伦理意识与任务设计能力仍是有效整合AI的核心。

Abstract: Generative artificial intelligence is reshaping materials development, classroom interaction, learning feedback, and teacher reflection in English as a Second Language (ESL) education. Taking the everyday instructional cycle of ESL teachers as its analytical framework, this article adopts the perspective of technological pedagogical content knowledge (TPACK) to examine how large language models, education-specific AI tools, speech-recognition systems, and multimedia-generation tools can support textbook analysis, learner diagnosis, lesson planning, materials adaptation, classroom support, evidence collection, and pedagogical reflection. The article also argues that because AI-generated outputs may involve hallucination, bias, privacy risks, and copyright concerns, teachers’ professional judgement, ethical awareness, and task-design competence remain central to the effective integration of AI in language education.