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Articles

Vol. 4 No. 3 (2025): Activity theory in technology enhanced learning research (part 2)

ChatGPT-4 as a lesson planning assistant: Activity theory insights into volunteer ESL teachers’ lesson preparation and task design

DOI:
https://doi.org/10.21428/8c225f6e.2e37589f
Submitted
14 August 2026
Published
15-08-2026

Abstract

Research on the use of generative artificial intelligence (GAI) in English Language Teaching (ELT) is growing rapidly, yet few studies focus on its application in volunteer-driven English as a Second Language (ESL) teaching contexts. This study explores how integrating ChatGPT-4 can support volunteer ESL teachers in lesson planning and task design. The research investigates the role of GAI in addressing the challenges faced by untrained volunteer ESL teachers, such as limited resources, time constraints, and lack of training. Using Activity Theory as a framework, this qualitative case study analyses the interactions between volunteer teachers and ChatGPT-4 over four weeks. Findings suggest that ChatGPT-4 enhances lesson planning by saving time, increasing teacher confidence, and generating useful materials. However, it also highlights the necessity for teachers to critically evaluate GAI suggestions to ensure quality. This study contributes to the literature by demonstrating GAI's potential to enhance pedagogical practices in community-based ESL contexts and proposes a balanced approach to GAI integration, emphasising the importance of human oversight. Future research should focus on longitudinal studies, incorporating learner feedback, and exploring broader ELT and English language learning (ELL) contexts to build on this work.

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