Developing AI-Supported Classroom Materials: Lecturer Insights and Practical Strategies

Abstract

Generative AI (GenAI) has rapidly evolved, offering new possibilities across various domains, including education. While it is increasingly integrated into English Language Teaching (ELT), empirical research on pedagogical applications remains limited. Therefore, this study explored how ELT lecturers in a higher education context incorporated GenAI tools into their material development processes. It also identified the strategies they offered for optimizing its use for instructional purposes. Drawing on Sociocultural Theory (SCT), the study conceptualized AI as a mediational tool that supports lecturers’ cognitive processes in material development. A phenomenological research approach was adopted, and the data were collected through semi-structured interviews. Thematic analysis of the data revealed three primary ways of AI use in material development: task generation and brainstorming, content development for instructional tasks, and material adaptation to enhance instructional effectiveness. Findings suggest that lecturers used AI to diversify instructional materials, promote interactive learning, and enhance task variety, yet emphasized the need for critical evaluation and adaptation of AI-generated content. They also provided practical strategies for effective AI integration. These insights contribute to developing clear guidelines and practices for AI integration in ELT.