AI-assisted lesson planning in English language teaching: Teachers’ perceptions, practices, and ethical concerns
DOI:
https://doi.org/10.32332/joelt.v14i1.13364Keywords:
Artificial Intelligent (AI), Educational Technology, English Language Teaching (ELT), Lesson Planning, Teacher PerceptionAbstract
The rapid advancement of artificial intelligence (AI) has increasingly transformed educational practices, including lesson planning in English language teaching (ELT). While AI tools are widely recognized for supporting instructional preparation, limited attention has been given to how English teachers in local school contexts perceive, use, and critically evaluate AI-assisted lesson planning. This qualitative descriptive study examined English teachers’ perceptions, practices, and ethical concerns regarding the use of AI tools in designing English lesson plans. Data were collected through a questionnaire completed by 14 English teachers from elementary and junior high schools in Banjarmasin, Indonesia, and semi-structured interviews with three selected participants. Questionnaire responses were analyzed descriptively, while interview data were examined through thematic analysis. The findings reveal that teachers perceived AI tools as useful for saving time, generating instructional ideas, organizing lesson materials, and supporting creativity in English lesson preparation. However, teachers also expressed concerns about the accuracy of AI-generated content, over-reliance on AI, data privacy, and the alignment of AI outputs with curriculum goals and learners’ needs. The study suggests that AI can meaningfully support ELT lesson planning when used critically, ethically, and under teachers’ professional judgment. It further highlights the need for systematic training and institutional guidance to help teachers integrate AI tools responsibly without diminishing their pedagogical autonomy and instructional accountability.
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