Biography
Prof. Ghaouar Nesrine is a lecturer in the Department of Letters and English Language at Badji Mokhtar University, Annaba, Algeria. She is a member of LIPED (Laboratoire Interdisciplinaire de Pédagogie et de Didactique) and was the head of the PRFU entitled Investigating the Use of ICTs in Reading and Writing Skills: EFL Teachers’ and Students’ Perspectives. She teaches different modules at the licence and master's levels, including didactics, linguistics, TEFL, study skills, grammar, written expression, and oral expression. Her research covers learner autonomy, reflective learning, reflective teaching, critical thinking, metacognitive learning strategies, and the use of ICTs in English language teaching. She has participated in different national and international conferences and has published a number of research articles.
Conference contributions 1
ARTIFICIAL INTELLIGENCE AS A PEDAGOGICAL CO-DESIGNER:
Exploring generative AI for lesson planning and instructional innovation in EFL contexts
Generative artificial intelligence (GenAI) is increasingly being used as a support tool in educational practices, including lesson planning. This study aims to explore EFL teachers' perceptions of the use of generative artificial intelligence (GenAI) for lesson planning. To achieve this aim, a questionnaire was distributed to 25 EFL teachers at Badji Mokhtar Annaba University, Algeria, to examine their use of GenAI, perceived benefits, challenges, and recommendations for its effective and responsible integration into lesson planning. The findings show that GenAI was widely used by the participants, particularly for designing classroom activities, preparing teaching materials, and developing quizzes and assessments. Teachers generally reported positive perceptions, especially regarding time saving, faster idea generation, and the development of engaging activities. However, they also identified concerns related to accuracy and reliability, mismatch with students' proficiency levels, and generic or repetitive outputs. Teachers therefore recommended verifying AI-generated content, maintaining professional judgement, using AI as a supplementary tool, and developing training and prompting skills. These findings suggest that GenAI can support lesson planning effectively when combined with teachers' pedagogical knowledge, critical evaluation, and professional judgement.