Abstract
This paper reports on an English presentation project conducted at the National Institute of Technology, Fukui College. The project emphasizes the pedagogical application of AI tools in classroom practice. Since 2016, the author has incorporated English presentations into the curriculum, initially in conjunction with student study excursions. The activity was temporarily halted from 2020 to 2022 due to the pandemic and the author's absence for health reasons, but it resumed in 2023 with notable updates. The 2024 and 2025 iterations of the project intentionally integrated AI technologies, such as DeepL Translator, DeepL Write, and the text-to-speech program “On-doku san.”These digital resources assisted students in drafting, refining, and rehearsing their English scripts. Microsoft Teams served as the primary communication platform, offering learners access to comprehensive instructional materials, timelines, and exemplar resources. This paper describes the stages involved in scriptwriting and pronunciation practice, emphasizing students’ autonomous engagement with AI support.The paper also introduces examples of student presentations and shares findings from a survey evaluating the perceived usefulness of AI in improving students' performance and self-confidence. The paper concludes by offering pedagogical insights and practical recommendations for optimizing AI-supported language instruction.
https://ror.org/01n09qc98 
