As artificial intelligence (AI) becomes more prevalent in education, researchers are finding new ways to use technology in language learning that prioritize human reflection. This study investigates a project in which high school students used AI-generated picture books to tell stories about their English learning journeys. The activity was integrated into their English classes as part of a unit on reflection. Students used AI tools to generate visual interpretations of their written reflections on their language learning experiences, including challenges, turning points, and future goals. After receiving feedback, they revised their narratives and some of the images to create a cohesive multimodal picture book. The process emphasized iterative drafting, prompt refinement, visual-text alignment, and narrative coherence, and was supported by a rubric that assessed reflective depth, organization, language clarity, and multimodal design. Data sources included students’ initial and final drafts, completed picture books, classroom observations, and brief unstructured interviews. Preliminary thematic analysis suggests that the multimodal process encouraged deeper emotional expression, clearer narrative development, and greater metacognitive awareness of language-learning experiences. Students reported that visual generation helped them recall memories, conceptualize progress, and express aspects of their learning that were difficult to articulate through text alone, while also recognizing the need to critically refine AI outputs. This study demonstrates how AI can function as a creative partner that supports reflective meaning-making rather than replacing learner agency. The findings highlight the potential of AI-supported multimodal storytelling as a student-centered and sustainable approach to reflective practice in secondary English education.

Authors:
Ralph Joshua Artugue, Sophia University, Japan
Kimberly Loren Abella, Kanda University of International Studies, Japan

About the Presenter(s)
Mr. Ralph Artugue is currently a graduate student in Linguistics with a focus on TESOL at Sophia University, Tokyo, Japan. His interests are incorporating the Arts and Language in Language learning.

See this presentation on the full schedule – Tuesday Schedule

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