Generative AI–Supported English Language Teaching

Lesson Design, Assessment, and Teacher AI Literacy
Erscheinungsjahr 2027
ISBN: 978-3-032-46163-6
Verlag: Palgrave Macmillan

Buch, Englisch, Format (B × H): 148 mm x 210 mm

This book shows English language teachers how to plan, teach, and assess with generative AI in ways that strengthen, not replace, sound pedagogy. It provides an AI-supported lesson-planning framework, prompt and materials design guidance, and models for AI-enhanced listening, speaking, reading, writing, grammar, and vocabulary lessons. Core topics include multimodal tasks, human-AI co-feedback, assessment redesign, teacher AI literacy, classroom management, and ethics. These matter because AI is already shaping how students learn and use English. The book aims to address issues such as tool overload, weak pedagogical fit, AI misinformation, assessment uncertainty, and unequal access, so teachers can guide learning confidently in any educational context.

Zielgruppe

Research

Autoren/Hrsg.

Ironsi, Chinaza Solomon

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Mathematik | Informatik EDV | Informatik Informatik Künstliche Intelligenz
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung

Inhaltsverzeichnis

Part I: Foundations for Generative AI in ELT Lesson Planning.- Chapter 1: Generative AI and the New Reality of English Learning.- Chapter 2: Pedagogy First: SLA/ELT Principles for AI Integration.- Chapter 3: Understanding GenAI Tools Through ELT Affordances.- Part II: Lesson Design with Generative AI.- Chapter 4: A Framework for AI-Supported Lesson Planning.- Chapter 5: Designing Prompts and Tasks for Language Learning.- Chapter 6: AI-Enhanced Materials Development.- Part III: AI-Supported Planning for Language Skills.- Chapter 7: Listening & Viewing Lessons with AI.- Chapter 8: Speaking, Interaction, and Pronunciation with AI.- Chapter 9: Reading in AI-Mediated Digital Environments.- Part IV: Assessment, Feedback, and Academic Integrity.- Chapter 10: Writing and Multimodal Composition with AI.- Chapter 11: Grammar, Vocabulary, and Form-Focus through AI.- Chapter 12: Rethinking ELT Assessment in the GenAI Era.- Part V: Teacher AI Literacy, Ethics, and Sustainable Practice.- Chapter 13: Feedback Systems: Human-AI Co-Feedback.- Chapter 14: Teacher AI Literacy and Professional Development.- Chapter 15: Ethics, Equity, Policy, and the Future of ELT with AI.

Über Autor(innen)

Chinaza Solomon Ironsi is an Associate Professor of English Language Teaching at Akdeniz Karpaz University, Turkey. He earned his PhD in English Language Teaching from Near East University, Turkey, where his doctoral research focused on improving language pedagogy through evidence-based instructional design and classroom practice innovations. His scholarship sits at the intersection of ELT methodology, teacher education, and educational technology, with a particular interest in how digital tools can strengthen lesson planning, learner engagement, and measurable language outcomes. He has published peer-reviewed research in Web of Science–indexed journals and other reputable international outlets, contributing to ongoing conversations about effective English instruction in diverse learning contexts. His work is recognized for blending firm theoretical grounding with practical classroom relevance, supporting both pre-service and in-service teacher development.