RETHINKING LESSON PLANNING AND MATERIAL DEVELOPMENT: THE ROLE OF CHATGPT IN EFL HIGHER EDUCATION

The rapid emergence of generative artificial intelligence has created new possibilities for English as a Foreign Language (EFL) teaching, particularly in relation to lesson planning and instructional material development. Among these tools, ChatGPT has attracted considerable attention because of its ability to generate lesson ideas, adapt texts, produce classroom activities, suggest assessment tasks, and support teachers in managing time-consuming pedagogical work. However, the value of ChatGPT in EFL education cannot be understood only in terms of technical efficiency. Its usefulness depends on teachers’ professional judgement, pedagogical knowledge, subject expertise, and ability to critically evaluate AI-generated content. This article examines EFL teachers’ perceptions of ChatGPT as a tool for lesson planning and material development in higher education. Drawing on literature from Computer-Assisted Language Learning, Artificial Intelligence in Education, and the Technological Pedagogical Content Knowledge framework, the paper argues that ChatGPT should be understood not as a replacement for teachers, but as a pedagogical co-designer whose effectiveness depends on informed, reflective, and context-sensitive use. The article discusses perceived benefits, including time-saving, creativity, differentiation, and language support, as well as concerns related to accuracy, originality, over-reliance, cultural appropriateness, and ethical use. It concludes that successful integration of ChatGPT in EFL higher education requires not only access to digital tools, but also AI literacy, institutional guidance, teacher training, and critical professional agency.

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