Leveraging Generative AI To Foster Teachers’ Creativity in Lesson Design
DOI:
https://doi.org/10.54855/ijaile.26322Keywords:
AI, CALL, EFL teachers, creativity, lesson designAbstract
Although generative artificial intelligence (GenAI) has gained popularity to assist in planning lessons in EFL teaching, its potential to enhance teachers’ creativity remains underexplored. Thus, the study aims to investigate the impact of GenAI on EFL teachers’ creativity in lesson design during a six-week professional development program at Nguyen Van Cu High School, Hai Phong, Vietnam. The study was carried out with ten in-service EFL teachers. A mixed-methods design was utilized, including pre- and post-intervention lesson plans, creativity evaluation rubrics, and reflective journals. Quantitative data were analyzed through creativity scores, whereas qualitative data were analyzed thematically. The results suggested that GenAI improved teachers’ originality, multimodal lesson design, and learner-centered instructional practices. However, participants were worried about authenticity and overreliance on AI as well. The findings highlight GenAI as a valuable pedagogical partner for enhancing teacher creativity while underscoring the necessity for reflective and balanced integration of AI into language education.
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