Leveraging Generative AI for EFL Students in Brazil: Opportunities and Considerations

Introduction

Generative AI is reshaping education globally, with profound implications for English as a Foreign Language (EFL) learning. A recent report by Common Sense Media and Hopelab highlights how young people engage with and perceive AI, expressing excitement for its potential alongside concerns over privacy, bias, and misinformation (Common Sense Media & Hopelab, 2023). In Brazil, where access to quality EFL resources varies widely, AI can be an effective tool to support learning—especially when applied thoughtfully and ethically. This article explores the promise of AI for Brazilian EFL students and shares practical insights from the classroom.

1. Generative AI as a Learning Aid for EFL Students

• Empowering Learning Through AI: The report notes that over half of surveyed young people use AI for information gathering and brainstorming. In an EFL context, AI can be a transformative tool, supporting language practice, vocabulary expansion, and providing immediate feedback on grammar and pronunciation. Chatbots, for example, create an interactive language environment that engages students, making English practice more accessible and relevant to their daily lives.
• Fostering Creativity and Problem-Solving: Many students in the survey leverage AI for creative projects. Similarly, EFL students can use generative AI to compose stories, draft essays, and explore language in culturally rich ways, making creativity an integrated part of their language learning journey.

2. Bridging Educational Gaps

• Improving Access and Inclusivity: The report highlights that marginalized youth, including Black and Latinx students in the U.S., often rely on AI for educational and creative activities. In Brazil, generative AI can help bridge gaps for EFL students in underserved regions who may not have consistent access to language instruction. AI tools can offer supplemental support, allowing students across backgrounds to engage with English more meaningfully.
• Smartphone Accessibility and Connectivity: With most Brazilian teenagers owning smartphones, these devices provide the connectivity needed to access AI-powered language resources. This makes language learning adaptable to students’ daily routines and accessible from virtually any location.
• Socioeconomic Relevance: The report mentions that youth value AI for efficiency—a perspective that Brazilian EFL students can also benefit from, especially in large or resource-constrained classrooms. AI could provide targeted academic support, compensating for limited teacher availability or time constraints, while reinforcing autonomy in learning.

3. Practical Application: Empowering Students Through Prompt Engineering

To illustrate how prompt engineering can enhance learning, I recently introduced my seventh-grade students to generative AI as part of their test preparation. I wanted them not only to review for their end-of-term test but also to explore areas they were curious about. Before they began, I explained AI hallucinations—a phenomenon where AI generates information that seems credible but is actually incorrect. Understanding this helped them approach AI with both curiosity and critical thinking.

I shared the following prompt with them as a starting point:

"You are a seventh grader. You need to review some content for your English end-of-term test. You are at an A2/B1 level (CEFR), and your test has two parts: Reading and Use of English, and Writing. The grammar topics on the test include modal verbs for permission and obligation, essential relative clauses, and the past perfect tense. For vocabulary, we covered: describing and comparing pictures, discussing science and technology (including related jobs), and art and photography. Explain. Give examples. Create exercises."

The outcomes varied widely, partly because they were using the free version of ChatGPT without logging in. However, the experiment led to valuable learning moments:

Active Engagement

Students took ownership of their learning by generating custom review worksheets.

Critical Evaluation

Recognizing the risk of AI hallucinations, they learned to question and evaluate AI outputs, identifying useful content and areas where the AI-generated information was misleading or inaccurate.

Language Practice

By creating and working through exercises tailored to the syllabus, students reinforced their understanding of core grammar and vocabulary topics.

This hands-on AI experience not only made the review process more interactive but also empowered students to see AI as a learning partner, rather than a sole information source.

4. Challenges and Ethical Considerations

Privacy and Data Protection

Privacy concerns are paramount in AI-driven education, and many teens in the report echoed these concerns. For EFL learners in Brazil, safeguarding personal data is essential, particularly given the LGPD (General Data Protection Law), which mandates responsible data handling. Educators and schools should ensure that AI platforms used in classrooms respect students' privacy and comply with regulatory standards.

Bias and Misinformation

The report highlights the risks of AI reinforcing bias and spreading misinformation. This is especially relevant in EFL, where students may rely on AI to provide accurate language context and cultural insights. Misleading or biased information could hinder language development or skew students' understanding of nuanced language use.

Academic Integrity

Some students in the report worry that AI could encourage shortcuts, or even cheating. EFL educators can address this by guiding students to use AI as an assistive tool rather than a shortcut, building an ethical foundation for how to integrate AI responsibly into their language learning journey.

5. Building AI Literacy and Critical Thinking in EFL Classrooms

Incorporating AI Literacy in Language Learning

Introducing AI literacy within EFL classrooms can help students evaluate AI responses critically. The report emphasizes that students want guidance on AI without judgment—a principle that can empower them to question, analyze, and approach AI outputs with a healthy dose of skepticism.

Supporting Ethical AI Use

Many young people expressed that they use AI responsibly and want adults to understand this. EFL educators can nurture responsible AI use by showing students how to leverage AI for skill-building, while maintaining their learning processes. For example, guiding students to use AI for initial brainstorming while encouraging independent refinement can instill good habits.

6. Recommendations for Educators and Schools

Investing in Educator Training

Effective integration of AI in classrooms begins with educators. Professional development is essential for helping teachers use AI responsibly and strategically, so it complements traditional instruction rather than replacing it.

Fostering Safe Spaces for Dialogue

The report advocates for open dialogue on AI, and schools should establish environments where students and teachers can openly discuss AI’s role in learning. Safe spaces encourage students to share experiences, ask questions, and express concerns, promoting an understanding of AI’s benefits and limitations.

Conclusion

Generative AI holds transformative potential for Brazilian EFL education by making language learning more engaging, accessible, and inclusive. My experience with seventh graders underscored how AI can empower students to actively engage with their learning. However, to truly maximize AI’s potential, educators, parents, and policymakers must address privacy, bias, and academic integrity concerns. By promoting AI literacy, fostering open discussions, and supporting ethical use, we can help EFL students in Brazil harness AI thoughtfully and responsibly, equipping them for success in a globalized world.

To my fellow educators: How are you using AI in your classroom? What benefits and challenges have you experienced with AI in EFL education? I’d love to hear your thoughts and experiences—let’s learn from each other as we navigate this evolving landscape.

Reference

Common Sense Media & Hopelab. (2023). Teens and young adults on AI: How young people perceive and use generative AI.

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