RETHINKING LESSON PLANNING AND MATERIAL DEVELOPMENT: THE ROLE OF CHATGPT IN EFL HIGHER EDUCATION
Keywords:
ChatGPT, EFL teachers, lesson planning, material development, higher education, artificial intelligence, TPACKAbstract
The rapid emergence of generative artificial intelligence has created new possibilities for English as a Foreign Language (EFL) teaching, particularly in relation to lesson planning and instructional material development. Among these tools, ChatGPT has attracted considerable attention because of its ability to generate lesson ideas, adapt texts, produce classroom activities, suggest assessment tasks, and support teachers in managing time-consuming pedagogical work. However, the value of ChatGPT in EFL education cannot be understood only in terms of technical efficiency. Its usefulness depends on teachers’ professional judgement, pedagogical knowledge, subject expertise, and ability to critically evaluate AI-generated content. This article examines EFL teachers’ perceptions of ChatGPT as a tool for lesson planning and material development in higher education. Drawing on literature from Computer-Assisted Language Learning, Artificial Intelligence in Education, and the Technological Pedagogical Content Knowledge framework, the paper argues that ChatGPT should be understood not as a replacement for teachers, but as a pedagogical co-designer whose effectiveness depends on informed, reflective, and context-sensitive use. The article discusses perceived benefits, including time-saving, creativity, differentiation, and language support, as well as concerns related to accuracy, originality, over-reliance, cultural appropriateness, and ethical use. It concludes that successful integration of ChatGPT in EFL higher education requires not only access to digital tools, but also AI literacy, institutional guidance, teacher training, and critical professional agency.
Downloads
References
Fang, S., Warschauer, M., & Collins, P. (2024). On the nascency of ChatGPT in foreign language teaching and learning. Annual Review of Applied Linguistics, 44, 189–205. https://doi.org/10.1017/S0267190524000056
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Li, B., Lowell, V. L., Wang, C., & Li, X. (2025). A systematic review of empirical generative AI research in language learning and teaching from 2023 to 2024. Computers and Education: Artificial Intelligence, 8, 100365. https://doi.org/10.1016/j.caeai.2025.100365
Lo, C. K. (2024). Exploring the application of ChatGPT in ESL and EFL education and related research issues: A systematic review study. Smart Learning Environments, 11(1), Article 29. https://doi.org/10.1186/s40561-024-00342-5
Luckin, R. (2018). Machine learning and human intelligence: The future of education for the 21st century. UCL Institute of Education Press.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Sharples, M. (2023). Towards social generative AI for education: Theory, practices and ethics. Learning: Research and Practice, 9(2), 159–167. https://doi.org/10.1080/23735082.2023.2261136
Stockwell, G. (2012). Computer-assisted language learning: Diversity in research and practice. Cambridge University Press.
Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3–20). Logos International.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57–71. https://doi.org/10.1017/S0261444800012970
