EVALUATING AND ADAPTING AI-GENERATED MATERIALS IN ENGLISH LANGUAGE TEACHING: PEDAGOGICAL AND LINGUISTIC CONSIDERATIONS

Abstract

This paper focuses on the usage of the Evaluation and Adaptation Framework in learner-centered classrooms. Implementing AI in the classrooms and in the learning and teaching process necessitates significant changes to the teaching approach in modern language departments. Educators have to consider the Evaluation and Adaptation Framework to evaluate and adapt AI-generated content and materials to the requirements of the students during the learning process. Evaluating and adapting materials to students' needs, culture, and interests, considering many steps from the framework indicated below, may be a challenge for educators. The purpose of this research was to identify whether educators evaluate AI-generated materials and adapt the materials after the evaluation, and whether several steps are taken into consideration while evaluating and adapting the materials. To achieve desired learning results, the educators need to take into consideration all framework steps indicated in the frameworks and teaching approaches to evaluate and adapt effective materials and enhance the learning and teaching processes. The questionnaire was used to collect data from educators abroad from different universities and teachers from four universities in Georgia. The study found that teachers needed to change the materials, and when resources are created with Evaluation and Adaptation Frameworks in mind, the learning process is successful.

Keywords: ELT materials, evaluation, adaptation, frameworks, pedagogy, linguistics.