Noticing vs other AIs /
Noticing in China

Having a keen interest in enhancing my teaching through using AI, I signed up to a small Noticing research project in September. It was a fabulous and thought-provoking experience to explore and discuss the usage of Noticing with Chinese and Macedonian teachers. Here, I would like to share my observations on the key features of Noticing as I see them, and how it might fit into a Chinese context.

1. Comparisons between Noticing and ChatGPT

Before attending this workshop, I tried using AI to revise students' writings, look up vocabulary and grammar usage, and search module-related content. Like ChatGPT, Noticing can engage in human-like conversations with users, providing instant feedback. However, what truly fascinated me were these three main differences between ChatGPT and Noticing.

AI Knowledge: General vs. Specialist

Unlike ChatGPT, Noticing aims to be a specialist in language teaching rather than a 'talking encyclopedia'. Therefore, when interacting with Noticing, users might notice that conversations are guided within selected frameworks informed by education research. Noticing behaves like an experienced mentor who not only offers practical advice but also poses Socratic questions to stimulate mentees' thinking.

Who is who:
Defining the role of AI vs. Defining the role of the user

While using ChatGPT for complex tasks, users need to start their conversation with a long, detailed prompt to define who the AI is, its role, its task, its objectives. However, sometimes we ourselves are not entirely clear about our requests to AI, leading to challenges in guiding or training ChatGPT to produce the desired outcomes. In contrast to ChatGPT, Noticing shifts the problem to defining who I am, giving me space to explore what my values and opinions are. This is more user-friendly for teachers dealing with their confusion on practical issues and inspiring personal insight.

Context-awareness: One for all vs. One for one

Noticing requires users to complete their profile and engage in an introductory discussion before planning or reflecting on their lessons. This information is editable and serves as the basis for all future conversations, which means that users do not need to explain their situations each time they start a new conversation. This makes for a personalised, one-size-fits-one user experience.

2. How Noticing might fit into a Chinese context

With a vast number of ESL teachers in China, it is often challenging for teacher trainers to disseminate revolutionary theories and assist teachers in integrating them into their teaching practice. Noticing could potentially bridge the gap between the limited training time, teachers' specific teaching contexts and their strong desire to improve their teaching. It can also be useful to teachers working in remote areas.

To my surprise, Noticing is well-versed in the English curriculum standards and related core competencies as implemented in China. While discussing my lesson plan with Noa, it considered teaching goals from the perspectives of language, culture, thinking and learning. Additionally, when designing teaching activities, Noa would prompt me to think how to capture my students' attention on the target content, which is something I overlook in my teaching.

Regarding language settings, Noa is quick to understand my written or spoken Chinese. When responding, Noa can produce Chinese text fluently, although it has yet to speak in Chinese, which is a feature that hopefully will be improved in the future.