teacher-perspectives
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- PaperOpenAlex — TESOL research21 Jul 2026
The Role of Artificial Intelligence in Lesson Planning and the Development of English Teaching Methods: Teachers’ Perspectives
Azza Elmadani, Shiraz Al-Ali, Salma Mohammed Osman Elias, Mudathir Yousif Mohamed Ahmed et al.
Artificial Intelligence (AI) is transforming English Language Teaching by aiding lesson planning, instructional design, material development, personalized instruction, assessment, and classroom interaction. Teachers report that AI saves time, offers differentiated instruction options, and provides adaptive materials, while ethical concerns include overdependence, plagiarism, privacy, and teacher qualifications. AI is seen as supplementary rather than a replacement for human educators.
Original abstract
In today's world, Artificial Intelligence (AI) represents an innovative factor in education, especially in English Language Teaching (ELT). The purpose of this research paper is to explore the influence of AI on lesson planning and English teaching methodologies based on teachers' insights. Specifically, it will be considered the impact of AI on instructional design, material development, personalized instruction, assessment, and classroom interaction in the context of English language teaching. For analysis, a qualitative-descriptive and analytical approach will be applied using a review of empirical findings, scientific literature, and personal experience related to integrating AI in ELT. According to results, artificial intelligence contributes to teachers' performance by saving their time, offering options for differentiated instruction, providing adaptive instructional materials, and enabling innovation in the pedagogy field. At the same time, the use of technology is viewed as supplementary to traditional educational activities rather than replacement to human educators. Ethical aspects associated with the integration of AI in the process of education, overdependence on AI-based resources, plagiarism and academic integrity, privacy protection issues, and teacher qualifications should be considered in the case of English teaching.
- PaperLanguage Teaching21 May 2026
Exploring teachers’ perspectives on extramural English: A cross-national study in Portugal and Spain
Rosa Alonso
Secondary school English teachers in Portugal and Spain perceive extramural English (EE) activities such as watching videos, listening to music, and playing games as common among students. Portuguese teachers reported higher student engagement in EE, while both groups agreed that EE positively impacts listening skills, vocabulary, and informal language use, and supported integrating EE into English Language Teaching.
Original abstract
This study explores how secondary school English teachers in Portugal and Spain perceive extramural English (EE) and integrate it into English Language Teaching (ELT). EE involves any exposure to English outside the classroom, through watching videos, listening to music, or playing games – these being the activities identified by teachers in both countries as the most common among their students. The study analyzes teachers’ perspectives on the frequency of students’ exposure to EE activities, the impact of these activities on different language areas, and, more broadly, the relationship between EE and ELT. A total of 244 participants took part in the study. A survey was used as the research instrument. Data were analyzed by means of mixed ANOVA and an exploratory factor analysis. Findings showed that Portuguese teachers reported higher frequencies of student engagement in all EE activities compared to their Spanish counterparts. However, teachers from both countries shared similar perceptions of the impact of EE on language learning, and identified listening skills, informal language use, and the development of vocabulary as the areas most positively influenced by EE. Finally, teachers from both territories supported the integration of EE into ELT.