ETHICAL GUIDELINES FOR THE USE OF GENERATIVE AI IN THE EFL CLASSROOMVersion en ligne
17 Multiple-Choice Questions · Based on the Study Guide for Pre-Básica and Básica EFL Teachers
1
According to UNESCO's Miao and Holmes (2023) guidance cited in the study guide, its central framing of generative AI in education is:
2
In the study guide, which age range is used to define “Pre-Básica and Básica” learners?
3
Under Chile's Ley N.º 21.719, processing the personal data of a child requires parental or guardian consent in all cases up to what age?
4
Which U.S. regulation is cited in the guide as an international benchmark requiring verifiable parental consent before an online service collects a child's personal information?
5
The set of rights that lets a family ask what data a school-administered AI tool has collected about their child, and request its deletion, is known in the guide as:
6
Piaget's preoperational stage (roughly ages 2–7), as applied in the guide, suggests that GenAI activities for Pre-Básica learners should be:
7
Kurian's (2025) concept of the “empathy gap,” as discussed in the guide, refers to the fact that:
8
Which Vygotskian concept does the guide use to argue that AI-generated prompts must be mediated by a teacher rather than replacing human scaffolding?
9
According to the guide, TESOL International Association's 2025 AI Guidelines call on ELT professionals to do all of the following EXCEPT:
10
The British Council's AI guidelines for teachers state that, for young learners, teachers should:
11
The AI Assessment Scale referenced in the guide is a tool used to:
12
Sandoval-Martín and Martínez-Sanzo's (2024) audit of DALL·E and Bing Image Creator, cited in the guide, found persistent:
13
According to Rooein et al. (2025), as cited in the guide, AI-generated stories about non-Western children more often centred on:
14
The practical response the guide recommends for addressing bias in AI-generated EFL materials is to:
15
According to the checklist, before using any voice- or image-capturing AI tool with a child under 14, a teacher should:
16
The checklist item “Preserve play and relationship” recommends that GenAI be treated as:
17
Which checklist item specifically addresses helping children understand that AI-generated content can be wrong or one-sided?
Choose one or more answers
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UNESCO frames GenAI adoption around remaining human-centred, rights-respecting, and age-appropriate, not around a simple yes/no on classroom use.
The guide defines Pre-Básica and Básica as roughly ages 3 to 12
Ley N.º 21.719 requires parental/guardian consent in all cases for children under 14; sensitive data protections extend to age 16.
COPPA, enforced by the FTC, is cited as the relevant US benchmark for verifiable parental consent
ARCO rights (access, rectification, cancellation, opposition) let families query and request deletion of a child's data.
The preoperational stage is characterised by concrete, symbolic, play-based thinking rather than abstract reasoning.
The “empathy gap” describes chatbots' inability to genuinely register a child's emotional state or the real-world consequences of their responses.
The zone of proximal development requires a human (teacher or capable peer) to mediate scaffolding — AI cannot substitute for this.
TESOL's guidelines call for human oversight and attribution; they do not recommend replacing teacher assessment with AI-generated grading.
The British Council's guidelines require informing learners/guardians of AI use and obtaining permission, making clear the child is not talking to a human.
The AI Assessment Scale lets teachers specify, per activity, how much AI support is appropriate rather than applying one blanket rule.
The audit documented persistent gender stereotyping in AI-generated depictions of professions.
Stories about non-Western children more often centred on heritage or tradition rather than everyday, universal experiences.
The guide recommends auditing and adapting AI-generated materials, adding Chilean-context grounding, rather than avoiding GenAI altogether.
The checklist requires explicit parental/guardian consent, coordinated through the school, before using voice- or image-capturing tools with children under 14.
“Preserve play and relationship” frames GenAI as a supplement to, never a replacement for, teacher–child interaction.
“Model critical AI literacy” specifically addresses teaching children that AI-generated content can be wrong or one-sided; “Pursue ongoing AI literacy” refers to the teacher's own professional development.
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