2026-09-21T07:59:11Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/130195 2026-02-10 col_2142_5131 col_2142_13736 com_2142_5130 com_2142_8975 com_2142_8903

application/pdf en text Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2027-08-01 The student, Anastasiia Stroganova, accepted the attached license on 2025-07-15 at 21:18. The student, Anastasiia Stroganova, submitted this Thesis for approval on 2025-07-15 at 21:31. This Thesis was approved for publication on 2025-07-21 at 08:45. DSpace SAF Submission Ingestion Package generated from Vireo submission #22589 on 2025-10-25 at 15:54:10 Evaluation of the potential of using AI to complement human expertise in lesson design Stroganova, Anastasiia 2025-07-21 Sadler, Randall W. Tywoniw, Rurik Artificial Intelligence In Language Education Ai-generated Lesson Plans Esl Instruction Esl Instructional Design Tpack Udl Digital Divide In Education eng The study investigates how ESL teachers evaluate the instructional quality of lesson plans generated by AI compared to those created by humans. With the growing usage of AI technologies such as ChatGPT into educational settings, questions arise about their ability to produce pedagogically sound and contextually appropriate materials. Framed by the TPACK and UDL models, this qualitative case study explores how teachers assess lesson quality, how their familiarity with AI influences their evaluations, and how perceptions shift when the lesson’s authorship is disclosed Four ESL teaching assistants from the same academic program, representing varying levels of AI access and use, evaluated six anonymized lessons. Data were collected through surveys and think-aloud protocols, then analyzed thematically. AI-generated lessons were often praised for clarity and adaptability but raised concerns about depth and learner-centeredness. Teachers with higher AI familiarity emphasized innovation and interactivity, while those less familiar focused more on structure and emotional safety. After authorship was revealed, participants reflected on how their assumptions and trust in technology affected their evaluations. The findings highlight both the potential and the limitations of AI in lesson planning and point to the need for pedagogically grounded professional development. 2025-08 Text https://hdl.handle.net/2142/130195 Copyright 2025 Anastasiia Stroganova Linguistics Teaching of English Sec Lang University of Illinois Urbana-Champaign M.A. Thesis