Balancing AI and Human Touch in Teaching
The Digital Wave in Language Education
For decades, technology has reshaped language education through Computer-Assisted Language Learning (CALL), making the process more interactive and intelligent. As recent studies on educational technology highlight, CALL boosts learner engagement and comprehension, leading to better language learning outcomes. The integration of technology offers personalized and immersive experiences that continually enhance how we acquire new languages.
Now, Artificial Intelligence (AI) is taking this evolution a step further. For new teachers, AI tools like ChatGPT present a mix of exciting opportunities and significant challenges. ChatGPT can generate lesson plans, teaching materials, and instructional support in seconds. However, this efficiency raises a critical question: are we sacrificing the human elements of teaching—like empathy, creativity, and reflective decision-making—for the convenience of AI? This is especially important in fields like English as a Foreign Language (EFL) teaching, where cultural sensitivity and careful planning are paramount. For many novice teachers, AI is both a source of inspiration and a cause for concern, prompting a re-evaluation of teacher autonomy and educational practices.
The Rise of AI in the Classroom
Generative AI tools, particularly ChatGPT, have made a significant impact on education. They can support educators by generating lesson plans, creating classroom activities, and even developing quizzes and tests to evaluate student progress. By automating these tasks, AI can reduce a teacher's workload, allowing them to focus on more critical student needs.
However, the use of these powerful tools is not without its drawbacks. One major concern is the potential for over-reliance, which could stifle students' critical thinking and autonomy. Since AI-generated content can be hard to distinguish from human writing, it also poses challenges to academic integrity. Furthermore, AI models can sometimes produce inaccurate information or reflect biases present in their training data, which could negatively affect the learning process. This underscores the importance of teachers developing strong emotional regulation and AI literacy to use these tools responsibly and effectively.
The Art of Lesson Planning in the AI Era
Lesson planning is more than just a procedural task; it is a reflective practice that helps teachers shape their pedagogical identity and create engaging learning environments. Developing customized materials is equally vital, as it allows educators to tailor content to their students' specific needs. At the heart of this process is teacher agency—the ability to make independent decisions about instruction and assessment.
With the arrival of AI tools like ChatGPT, teachers now have a new resource for creating lesson plans and materials. When used thoughtfully, these tools can enhance the planning process and even provide real-time feedback on the clarity and effectiveness of teaching materials. AI can also help tailor content to create a more inclusive learning environment. The key is for educators to maintain their agency and critical perspective, ensuring that AI-generated content aligns with their pedagogical goals and truly serves their students.
How Teachers View AI Tools
Educators today are increasingly encouraged to use digital tools, and their perceptions of AI are complex. Many appreciate the efficiency AI brings to tasks like grading, providing feedback, and lesson planning. Surveys indicate that teachers are generally open to using generative AI in their practice, believing it can foster personalized learning and innovative teaching methods. However, they also have significant concerns about ethical issues, the need for proper infrastructure, and the importance of professional development to improve AI literacy.
Novice teachers, having grown up in a digital world, are particularly interested in using these tools. Yet, they also worry about over-reliance, the potential negative impact on critical thinking, and the authenticity of AI-generated interactions. To address these concerns, clear guidelines and robust training programs are essential to help new educators navigate the challenges and harness the benefits of AI effectively and ethically.
Understanding Through Critical Digital Literacy
This study is framed by the concept of Critical Digital Literacy (CDL), which goes beyond simply using digital tools. CDL involves critically evaluating digital information, understanding the socio-cultural impact of technology, and questioning the power dynamics embedded in digital platforms. It encourages educators to ask who designs these tools, what values they represent, and how they shape knowledge in the classroom.
By applying a CDL lens, this research explored two key questions:
- How do novice EFL teachers perceive and experience using ChatGPT for lesson planning and material development?
- In what ways do these teachers demonstrate critical digital literacy in their engagement with AI?
Research Methodology
This study used a qualitative phenomenological design to explore the lived experiences of ten novice EFL teachers at a language institute in Iran. The participants were selected because they consistently used ChatGPT for lesson planning and material development after completing a new 3-hour AI training module. Data was collected through in-depth, semi-structured interviews and personal narrative inquiries.
To ensure authenticity, interviews were conducted in Persian and later translated. The data was then analyzed using reflexive thematic analysis to identify recurring patterns and themes. Ethical guidelines were strictly followed, with all participants providing informed consent and their identities kept anonymous using pseudonyms.
Key Findings from the Study
The analysis revealed four interconnected themes that capture the novice teachers' experiences with ChatGPT.
1. Human-Centered Teaching vs. Machine-Centered Learning
Participants expressed a strong desire to preserve the human core of teaching. They feared that over-reliance on AI could displace the essential emotional connection they build with students. One teacher stated, "Teaching, for me, is a human activity. The emotional connection I have with my students is not something that AI can understand or replicate." They recognized that while ChatGPT is efficient, it cannot sense a student's mood or adapt to the dynamic energy of a classroom. This reflects a critical awareness of AI's limitations and a commitment to keeping teaching a deeply human practice.
2. Professional Growth and Autonomy
Another key theme was the tension between AI assistance and the development of a unique teaching identity. The teachers worried that relying too heavily on AI could dilute their professional voice. "When I use ChatGPT, I still want to feel like it’s me doing the work, not the machine," one participant wrote. They actively rewrote and adapted AI-generated content to reflect their personal teaching style, turning the tool into a partner for reflection rather than a substitute for their own creativity and critical thinking.
3. Ethical Considerations and Cultural Sensitivity
The teachers demonstrated a high degree of ethical and cultural awareness. They frequently questioned the appropriateness of AI-generated content, noting its tendency to be Western-centric. For example, one teacher mentioned, "...it mentioned a holiday that no one here celebrates. I had to change that to something local." They saw themselves as pedagogical gatekeepers, responsible for adapting materials to be culturally relevant and inclusive for their learners. This included concerns about plagiarism and a desire to create original, respectful lesson plans.
4. Technology as a Tool vs. a Crutch
Finally, the participants viewed ChatGPT as a double-edged sword. While its convenience was tempting, they were wary of becoming creatively dependent on it. "It’s useful for when I’m stuck, but I try not to let it take over my planning. That’s where I really learn," reflected one teacher. They developed strategies to maintain their intellectual engagement, such as drafting their own plans first before consulting ChatGPT. This indicates a thoughtful approach to using AI as a supportive tool rather than allowing it to become a crutch.
Discussion and Implications
The study reveals that these novice teachers were not just using a tool; they were actively negotiating its role in their professional lives. Their engagement was marked by a sophisticated level of critical reflection. They consistently questioned the cultural assumptions, pedagogical implications, and ethical boundaries of AI-generated content. Instead of passively accepting AI outputs, they adapted, redesigned, and personalized them to fit their local context and preserve their own teaching autonomy. This active mediation demonstrates Critical Digital Literacy in action.
These findings have important implications for teacher education. Programs must go beyond teaching the functional skills of using AI. They need to cultivate a critical mindset, empowering new teachers to analyze, adapt, and ethically apply these tools. The goal should be to develop educators who are not just technologically proficient but are also thoughtful and critical practitioners who can lead with their pedagogical values in an increasingly digital world.
Conclusion and Future Directions
This research shows that new teachers can engage with AI like ChatGPT in a critically reflective and responsible manner. They are not simply looking for shortcuts but are striving to balance technological efficiency with the humanistic values that lie at the heart of education. Their experiences highlight the importance of teacher agency, ethical awareness, and cultural sensitivity in the age of AI.
While this study provides valuable insights, its scope was limited to a small group in a specific context. Future research should explore these dynamics in more diverse cultural and educational settings. Longitudinal studies could also track how teachers' perceptions and practices evolve over time. By continuing this line of inquiry, we can better understand how to support teachers in harnessing the potential of AI while preserving the invaluable human element of their craft.
