Journal Article

Exploring the Impact of AI-Generated vs. Teacher-Developed Lesson Plans on EFL Instruction: A Comparative Study in the Saudi Arabian Context

Allehyani, Badr, Alqahtani, Nasser, Warda, Wahaj Unnisa, Jamshed, Mohammad

2026

Overview

The AI-powered tools are transforming instructional methods and teaching strategies across the world. As conventional methods of instruction no longer align with the preferences of today's tech-savvy young generation, AI-powered tools are increasingly incorporated to facilitate learning and instruction. While multiple studies have examined various aspects of AI integration, there is a lack of evidence on the comparative effectiveness of AI-generated and instructor-prepared lesson plans. Therefore, this study examines the comparative efficacy of AI-generated and instructor-prepared lesson plans on students' performance and engagement. Utilizing a quasi-experimental design, the experimental group (Group A) used AI-generated lesson plans, while the control group (Group B) received instructor-prepared lesson plans. While a pre-test was administered to establish a baseline, a post-test and a delayed post-test were used to examine the impact on students’ performance. The findings revealed that AI-generated lesson plans were more effective and had a more positive impact on students' performance than instructor-prepared lesson plans. The study suggests how AI could enhance language instruction in EFL classrooms.

• Publisher: Academy Publication Co., Ltd
• Subject: Academic achievement / Chatbots / Classrooms / Comparative analysis / Comparative linguistics / Comparative studies / Efficacy / English as a second language / English as a second language instruction / English as a second language teaching methods / Generative artificial intelligence / Groups / Language acquisition / Language instruction / Learning outcomes / Quasi-experimental methods / Research design / Second language teachers / Students / Teachers / Teaching / Teaching methods / Tests