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Research Article | Open Access
Volume 17 2025 | None
Creativity in generating lesson plans: Teachers versus chat GPT
Abdesammed Chouihat, Abderazak Saidani, Souleyman Teyebi
Pages: 228-241
Abstract
Large Language Models (LLMs) have recently emerged as valuable assets in EFL teacher’s toolkits. These AI powered models, however, pose serious questions regarding the traditional roles of teachers. In the present study, we explore whether the AI model chat GPT (version 3.5) will outperform teachers in generating creative teaching ideas. To test this possibility, a group of EFL Algerian teachers are asked to brainstorm ideas on how to creatively approach various lessons pertaining to the program of English in secondary school, with Chat GPT (3.5) prompted similarly. Without knowledge of their source, a neutral third group composed of 33 secondary school teachers are then asked to assess the generated lesson plans. A paired samples T-test design is employed to decide the degree of statistical significance. In all but one lesson, chat GPT proved no better than practicing teachers in the task, with the latter showing a slight overall advantage. This study contributes to understanding the role of AI and how it might disrupt traditional teacher’s roles, particularly as planners. Ultimately, the present study contributes to the ongoing discourse of integrating AI in language education.
Keywords
Artificial Intelligence (AI), English as a foreign language (EFL), chat GPT, Large Language Models (LLMs).
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