REVOLUTIONISING EFL CURRICULUM: A THEORETICAL ANALYSIS OF GENERATIVE AI FOR ACTIVE LEARNING

Abstract

Focal to this research lies a field marked by pedagogical transformation - English as a Foreign Language (EFL) education, wherein conventional curriculum design and the advent of generative AI converge. As questions arise around the potential of AI to reshape EFL curricula and augment active learning, this study illuminates pathways for such transformation. Prior research into EFL curriculum design indicates a need for a more individualised, dynamic approach, which present AI technologies are ideally equipped to fulfil. By drawing upon the capabilities of AI to generate novel content, personalise instruction, and adapt learning experiences, this paper offers a theoretical exploration of EFL curriculum redesign. Significantly, this novel investigation attempts to address a gap in current research, with few studies having analysed how generative AI could be practically incorporated into curriculum design to amplify active learning outcomes in EFL. Utilising theoretical analysis methods, this research expounds upon the roles of AI in the EFL curriculum and its implications for teacher and learner dynamics, instructional delivery, and assessment methodologies. Findings unveil a potential shift in EFL curriculum design towards greater dynamism and personalisation, with generative AI as the catalyst. These implications underscore the need for continuous discourse on the intersection of technology and language education, with this research signalling a transformative step forward for EFL pedagogy and active learning.