Exploring the Impact of AI-Generated vs. Teacher-Developed Lesson Plans on EFL Instruction: A Comparative Study in the Saudi Arabian Context
DOI:
https://doi.org/10.17507/jltr.1701.25Keywords:
AI-generated lesson plans, comparative efficacy, insufficient evidence, instructor-prepared lesson plans, tech-savvy young generationAbstract
The AI-powered tools are transforming instructional methods and teaching strategies across the world. As conventional methods of instruction no longer align with the preferences of today's tech-savvy young generation, AI-powered tools are increasingly incorporated to facilitate learning and instruction. While multiple studies have examined various aspects of AI integration, there is a lack of evidence on the comparative effectiveness of AI-generated and instructor-prepared lesson plans. Therefore, this study examines the comparative efficacy of AI-generated and instructor-prepared lesson plans on students' performance and engagement. Utilizing a quasi-experimental design, the experimental group (Group A) used AI-generated lesson plans, while the control group (Group B) received instructor-prepared lesson plans. While a pre-test was administered to establish a baseline, a post-test and a delayed post-test were used to examine the impact on students’ performance. The findings revealed that AI-generated lesson plans were more effective and had a more positive impact on students' performance than instructor-prepared lesson plans. The study suggests how AI could enhance language instruction in EFL classrooms.
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