Kategoria: Uncategorized

A new working paper by Otis, Delecourt, Cranney & Koning (2024–2025) reveals a troubling global trend:

Across 18 studies and data from 140,000+ participants (plus a focused experiment in Kenya), women are 25% less likely than men to use generative AI tools like ChatGPT and Claude.

This gap is consistent across countries, sectors, and education levels. Even when access is equal, the gap remains.

𝗪𝗵𝘆 𝗮𝗿𝗲 𝘄𝗼𝗺𝗲𝗻 𝗵𝗼𝗹𝗱𝗶𝗻𝗴 𝗯𝗮𝗰𝗸?
• Ethical concerns – fear of being seen as “cheating”
• Social pressure – fear of judgment
• Confidence – less comfort and familiarity with the tools.

𝗧𝗵𝗲 𝗰𝗮𝗿𝗲𝗲𝗿 𝗶𝗺𝗽𝗮𝗰𝘁:
• Missed productivity and tech-related advantages
• Risk of widening pay and opportunity gaps
• AI trained mostly on male input could reinforce gender bias.

𝗪𝗵𝗮𝘁 𝗻𝗲𝗲𝗱𝘀 𝘁𝗼 𝗰𝗵𝗮𝗻𝗴𝗲?
• Equal access is not enough – workplace culture must support AI exploration
• Encourage trial and error
• Normalize AI use and provide inclusive training environments.

If women don’t engage with AI now, the gender gap in the workplace could grow even wider.

🔗 Read the full paper here: https://lnkd.in/dUBvw_gC

I’m excited to introduce A-LEX, an AI-powered tutor I’ve designed especially for my law students to help you revise and expand your knowledge of Legal English. Whether you’re preparing for a vocabulary quiz, brushing up before an exam, or simply want to feel more confident with legal terminology, A-LEX is here to support your journey.

Using A-LEX is simple – just follow these steps:

1. Log in to your account. If you don’t have one yet, create it first and then log in.
2. Make sure you have the official OpenAI ChatGPT app installed on your mobile device.
3. Visit bit.ly/LEbot or scan the QR code below to start:
   
4. Begin chatting with A-LEX. It’s designed to be interactive, so speak naturally and clearly.
5. Try using prompts like:
   • Help me revise for my Legal Professions test. Ask me to define the most relevant terms and give me feedback on my answers.
   • Tell me the difference between real property and private property.
   • Explain what civil proceedings look like in the UK.
   • Or anything else you’re curious about…
6. I’d love to hear your feedback once you’ve tried it. Enjoy learning!

If your typical AI prompt for a legal or business English class looks like this:
„𝘞𝘳𝘪𝘵𝘦 𝘢 𝘤𝘢𝘴𝘦 𝘴𝘵𝘶𝘥𝘺 𝘥𝘦𝘢𝘭𝘪𝘯𝘨 𝘸𝘪𝘵𝘩 𝘢 𝘤𝘰𝘯𝘧𝘭𝘪𝘤𝘵 𝘪𝘯 𝘢 𝘱𝘢𝘳𝘵𝘯𝘦𝘳𝘴𝘩𝘪𝘱,” it is probably ultimately ineffective. The output lacks precision, relevance, and pedagogical value.
Try treating prompt writing as an essential part of the lesson design process.

Instead of a vague request, frame your prompts with intention:

𝗥𝗼𝗹𝗲: Legal English educator at a university
𝗚𝗼𝗮𝗹: Create a case study for an interactive Business/Legal English class, focusing on partnership disputes.
𝗧𝗮𝗿𝗴𝗲𝘁 𝗔𝘂𝗱𝗶𝗲𝗻𝗰𝗲: Law or business students at B2+ to C1 level, preparing for exams or real-world legal contexts.

𝗧𝗮𝘀𝗸:
Write a structured, fictional case study that deals with a business partnership disagreement. The narrative should:

• Include clear facts about the business, the nature of the partnership, and the source of the conflict (e.g., breach of fiduciary duty, disagreement over profit-sharing, unequal contributions, etc.)
• Present both partners’ perspectives
• Be realistic and relevant to students studying business law or commercial contracts
• Include three relevant documents for analysis, e.g. partnership agreement, a piece of legislation, a citation from a precedent, etc.
• include speaking and writing tasks

𝗥𝗲𝗾𝘂𝗶𝗿𝗲𝗺𝗲𝗻𝘁𝘀:

• Suitable for a 45–60 minute class discussion
• Include a short glossary (5–10 key legal terms)
• Add 3–5 guided discussion questions
• Maintain a neutral, classroom-appropriate tone

This shift in approach may not only improve the AI-generated material – it may also transform the way you teach your students to interact with AI tools. Prompt crafting has become part of their training, especially for case-based legal analysis and contract drafting and redrafting.

For educators looking to integrate AI into their classroom, the takeaway is simple:
Don’t just ask questions – design prompts with clarity, purpose, and pedagogy in mind.

PS
Consider creating your own AI model which you will train to write most relevant case studies for your purposes.

[Ode to Kestrel]

[Verse 1]

Late at night or early morn,
Coffee brewed, my brain fried,
But there it shines, my legal mate,
Pustulka’s help is always great.
Fill in the gap, complete the clause,
Spot the error — think, then tap.
From acts of god to ROT,
This app has taught me quite a lot.

[Chorus]

Oh Pustulka, you’re such a help,
To master legal complexities.
Boilerplates and collocations,
You’ve saved me from exam frustrations.
Clause by clause with sharp precision,
You correct each flaw and omission.
From wrong preps to tangled construction,
You’re my legal English addiction.

[Verse 2]

Indemnities? I know them now.
Warranties? I raise a brow.
Negligence, beware —
Pustulka’s taught me to take care.
Severability — if one bit fails,
The rest stands firm, it never derails.
Retention of title — oh what a clause,
Ownership kept — goods are secured.

[Chorus]

Oh Pustulka, night and day,
You drill the doubts and fears away.
Herein, hereto, I’ve got the knack,
No more fear of hidden errors.

[Final Chorus]

Oh Pustulka, can’t you see?
You’ve turned the law into poetry.
From doctrine strong to syntax tight,
You’ve made my legal English right.

[Outro]

So here’s my thanks, app of might,
With you, I’ve climbed the legal height.

ED

SĘP

Greek Ibiza

Greek Cretan

Arabic

Tokyo

Kaleidoscope (1)

Kaleidoscope (2)

Latino

German (1)

German (2)

French (1)

French (2)

Bonus tracks

Contract remedies song
Learn with pustulka. Revise contract remedies.

Dust (1)

Dust (2)

Last September, during a poster session at Kozminski University, I had the pleasure of showcasing my curated collection of Plain English resources under the umbrella of PLAin KOZMINSKI LAB. My goal was to bring together essential materials that promote clarity and accessibility in communication, particularly in legal and business contexts. In today’s AI-driven world, where information overload is a constant challenge, the ability to communicate clearly is more critical than ever. As educators, we have evolved into curators—selecting, refining, and sharing the best resources to help our students navigate complex disciplines with ease.

Why Plain English Matters

The movement for plain language is not just about simplifying text but about making information more inclusive and actionable. Legal and corporate jargon can be intimidating, and poorly structured writing often leads to misunderstandings, inefficiencies, and even legal disputes. The resources I have gathered aim to counteract this by providing practical strategies and examples of clear communication.

What’s in the Collection?

The poster presents a diverse array of materials, each with its own focus on clarity, accessibility, and effectiveness in writing. Here are some highlights:

1. Classic Texts and Guides

• George Orwell’s Manifesto on the English Language – A timeless reminder of the importance of clear, concise expression.
• A Plain English Handbook – An essential guide that provides actionable tips on improving readability in professional writing.
• How to Write Good Legal Stuff by Eugene Volokh & J. Alexander Tanford – A must-read for legal professionals and students who wish to master the art of drafting clear legal texts.
• Flimsy Claims for Legalese and False Criticisms of Plain Language by Joseph Kimble – A critical examination of why legal jargon persists and why it shouldn’t.

2. Free Online Resources

• PlainEnglish.co.uk – A fantastic platform offering free guides on writing letters, reports, CVs, and legal documents with clarity and precision.
• MIT Study: Even Lawyers Don’t Like Legalese – An eye-opening study highlighting the benefits of using plain language in legal documentation.
• Bookmark Summary of Plain English Rules ready for download and printing off.

3. Innovative Approaches to Legal and Business Communication

• Law by Design by Margaret Hagan – Explores the intersection of law, design, and technology to create more user-friendly legal documents.
• Plain Language + Design + Tech = Legal Design – A forward-thinking approach that integrates technology into simplifying legal communication.

4. Interactive Learning Tools

• Quizlet (1) and Quizlet (2) – A digital flashcard tool that helps students and professionals reinforce their understanding of plain English principles.
• Pustulka – A Polish-based learning platform designed to support language learning and clear writing skills.

Encouraging a Culture of Clarity

By curating and sharing these resources, my aim is to foster a culture where clarity is valued over complexity. The reception at the poster session was overwhelmingly positive, with students and faculty alike expressing appreciation for the structured, easy-to-navigate format of the collection.

As we continue to embrace digital transformation in education, it is essential to equip learners with the tools they need to communicate effectively—whether they are drafting legal contracts, business proposals, or academic papers. Plain English is not about dumbing down language; it is about making it smarter, more direct, and ultimately more impactful.

I invite everyone to explore these resources and integrate them into their own teaching, writing, and professional communication practices. Because when it comes to sharing knowledge, clarity is key—and sharing truly is caring.

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Do you have favorite plain English resources that you use in your work or teaching? Let’s continue the conversation—drop a comment or connect with me to exchange ideas!

At the beginning of this semester, I invited my fellow language teachers to a discussion on the principles of using generative AI tools, such as ChatGPT, in foreign language courses at our university in our MS Teams Chat. 

This discussion aimed to gather my colleagues’ opinions, proposed guidelines, and experiences related to using AI in language teaching. 

I had created draft AI Integrity Rules for our students, and before sharing them, I wanted to talk with my colleagues about: 

• the principles of using AI tools in language tasks and exercises, 
• requirements for citing AI-generated content, 
• how AI can support the learning process and where its use should be limited, 
• their experiences with integrating AI into their teaching, 
• modifications to the proposed rules that would accommodate the specifics of different language courses,  and
• whether such rules are necessary at all. 

Only four colleagues out of over 60 engaged themselves in the discussion which inspired me to create the following template for our students: 

Make sure you read the Originality Statement before you start writing.

Originality Statement

☐ I confirm that I wrote the work on my own, in my own words, without anyone else’s help. I did not use any generative AI tools.

☐ I confirm that I wrote the work on my own, in my own words, without anyone else’s help. I used generative AI tools, cited them and included my first draft, the exact prompt used, and the AI-generated response in an appendix.

☐ I confirm that I wrote the work on my own, in my own words, without anyone else’s help. I used generative AI tools, but I did not cite them, after consulting my teacher.

If you used generative AI tools, include the following information in the table in an Appendix:

• Names of AI tools you used (e.g. ChatGPT, Perplexity, Grammarly, etc.)
• the exact prompt you used
• your first draft [BEFORE] and
• the AI’s response [AFTER]

Appendix

AI Tools used
Prompts used
BEFORE	AFTER

I don’t know about my colleagues but I started to include the above Originality Statement in the written assignments my students had to submit this semester. The assignments were notes from academic lectures delivered by native speakers at the university on up-to-date sociological phenomena or managerial concepts.

My observations so far have been the following:

International BBA students

The majority seem not to understand the ethical implications of using AI mindfully.

1. Some prefer not to use AI at all – not even to check their spelling, grammar, or punctuation mistakes – which results in lower-quality assignments. These contain minor errors that, overall, diminish the positive impression of their work.
2. Some students completely ignore the Originality Statement, even though my experienced teacher’s eye can clearly tell that the submitted content was most likely AI-generated.
3. Some acknowledge using AI but fail to provide any details in the Appendix and submit an AI-generated draft as their own.
4. A few students have demonstrated that they wrote the assignments themselves and used AI mindfully to enhance the quality and overall impression of their work.

Law students

Among this group, two behaviors prevail:

1. Some students prefer not to use AI at all – not even to check their spelling, grammar, or punctuation mistakes – which results in lower-quality assignments. These contain minor errors that, overall, diminish the positive impression of their work.
2. Those who choose to use AI do so honestly, using it to correct mistakes and adjust their notes to the template and the required word count.

At Polish universities we have been working online for the last 14 months. During this time I have struggled with new technology, magnitude of trainings, docked salaries and hourly fees, uncooperative staff and blank screen on which I can only see my student’s initials and not their faces, eyes, smiles or no smiles.

How have I felt during this time? Variously. Very stressed and tired during the first semester. I even had this nervous cough which I thought was an allergy but which disappeared the moment the classes ended and holiday started. The first semester was like a battlefield for me but I grew during that time as the head and became much more relaxed and self-confident when the new academic year started. I promised myself not to exaggerate with work and the speed of work. I started to plan things much in advance, test them more diligently and rely on my common sense, experience and practice more. I also reduced the number of hours I taught and thought more about my well-being and health in general.

Now the third semester of online classes is coming to an end. Primary and secondary schools in Poland are planning to open for a while before holidays. At my university nobody really wants to return to on-site classes now. Neither the students not the teachers. Have they started to enjoy the new normal? They can sleep longer or even “in class”, they don’t have to dress or make up, they can save money on leases and commuting, they can also cheat in tests and only pretend they are present.

When I look back I can see me, myself and I always present in class, visible in the camera, prepared with various activities and new materials, encouraging students to talk to me, to engage, to react. What do I get in return. A black screen with circles and initials, sometimes a response, sometimes a question about how I am. I decided to not care in October last year. Because if I did, I would go crazy or become depressed.

However, I consider myself a very reasonable person and very observant. Do you want to know my observation? Every relationship is a two-way street. All parties shall contribute to building it up. I do blame my students for not trying to establish a relationship with me. I understand that they are the customers and we are the service providers but education is about relationships, too. All this hysteria about privacy and image protection, and zoom fatigue, and stress, and being depressed and struggling with the fears caused by the pandemic is about teachers too, not just students.

99% of students did nothing about strengthening the relationship with me. Some of them were so preoccupied with their things that they forgot to say thank you at the end of the course, not to mention turning on the camera and waving their hands goodbye. I understand privacy, depression and stress but such behaviour is simply rude.

So, what has the pandemic taught me? A simple truth – you will not establish a good relationship, any relationship in fact, by talking to a brick wall. This requires effort. I am not thinking about „best endeavours”, just feeble effort.

Thank you for your attention.

I remember how my students once used to call me a „pronunciation pervert”. Well, I always tell my students that it is very important to master your pronunciation if you want to be understood. And being understood is crucial for communication.

This is how I sometimes help my students improve their pronunciation. I create QUIZLET sets for them where they either have the same word on both sides of the flashcard as we concentrate here on saying the word and not really learning what they men. Or like in the set I am showing here I create pairs of noun : verb or adjective : verb.

To benefit from this form of pronunciation work best you should a quizlet account and Here I recommend using a „flashcards” mode to be able to hear the pronunciation.

[Polish below]

At the beginning of 2020, we still could write about the controversy surrounding the use of technology in foreign language teaching, about teachers’ fears related to it, their reluctance to technology and the lack of digital competence.

The outbreak of the Covid-19 pandemic and the transfer of all university classes online has changed a lot and accelerated many processes planned for the following years. Currently, we still don’t know what the final education at universities will look like in the academic year 2020/2021, but using the experience and skills acquired through the pandemic it is worth to change and modernise your approach to teaching a foreign language.

The new normal may require us to teach the so-called hybrid way, where several students are with us in the classroom and the rest participate in classes online. The number of students in our language groups is growing, and it is difficult to give all students the same attention and engage them in the work in the same way. It is important to ensure that during the classes it is the students who work doing practical tasks, cooperating and creating the final product, and to transfer the theoretical part of the classes to the online modules and ask the students to perform at home using the methodology of the flipped classroom.

This academic year I intend to focus on the development of practical tasks that my students will perform in the classroom after they have learned the necessary vocabulary to master the following topics. The texts from the textbook will be developed in the form of tutorials available on YouTube and materials for understanding and repetition of vocabulary will be developed in the form of presentations.

Jeszcze na początku 2020 roku mogliśmy pisać o kontrowersjach związanych z wykorzystywaniem technologii w nauczaniu języków obcych, o obawach nauczycieli z tym związanych, o ich niechęci do technologii i brakach w kompetencji cyfrowej.

Wybuch pandemii Covid-19 i przeniesienie wszystkich zajęć uniwersyteckich online wiele zmienił i przyspieszył wiele procesów zaplanowanych na kolejne lata. Obecnie wciąż nie wiemy jak ostatecznie będzie wyglądała edukacja na uczelniach w roku akademickim 2020/2021, ale wykorzystujące doświadczenie i umiejętności nabyte dzięki pandemii warto zmienić i unowocześnić swoje podejście do nauczania języka obcego.

Nowa rzeczywistość może wymagać od nas nauczania tzw. hybrydowego, gdzie kliku studentów znajduje się z nami w sali zajęciowej, a reszta uczestniczy w ćwiczeniach online. Nasze grupy zajęciowe są coraz liczniejsze i trudno poświęcić wszystkim studentom taką samą uwagę i w jednakowym stopniu zaangażować ich w pracę. Warto zadbać o to, aby w czasie zajęć to studenci pracowali wykonując praktyczne zadania, współpracując i tworząc produkt końcowy, a część teoretyczną zajęć przenieść do modułów online i zadawać studentom do wykonania w domu (ang. flipped classroom).

Zamierzam ten rok akademicki poświęcić na opracowanie praktycznych zadań, które moi studenci będą wykonywać na zajęciach po wcześniejszym zapoznaniu się ze słownictwem niezbędnym do opanowania kolejnych tematów. Teksty z podręcznika będą opracowane w formie tutoriali dostępnych na YouTube, a zestawy do zrozumienia i powtórek słownictwa będą opracowane w formie prezentacji.

It has been over a month since we were on lockdown and teaching online. I have already conducted four tests using my Pustułka app just like we had done before the lockdown. My subjective impression is that my students have not outperformed themselves as compared to tests they had written before the pandemic. Their individual results are very similar.

However, in the case of „take-home” tests which students could do on their own just for revision purposes some results have been much better than those of the tests invigilated by me in class.

I have asked my students a question in an online survey conducted among my 63 students whether tests administered now test their knowledge the same as the tests we had had in computers labs. Over a half of students agreed (35%) or strongly agreed (23%), about a third (32%) remained neutral, and only one out of seven students disagreed (8%) or strongly disagreed (6%).

The conclusion is, therefore, that we can proceed with administering online written tests to evaluate students’ performance while teaching them online using distance learning methods. My recommendation is to set a very tight time limit and either use test questions such as multiple choice, cloze test, true/false or longer pieces of writing such as essays, reports, letters, longer paraphrases, etc. Short answer questions like definitions, synonyms, translations, etc. are unfortunately the easiest to copy from dictionaries and websites.