Exploring preservice teachers’ use of AI-generated media in genre-based English teaching for young learners

Abstract

Generative AI (GAI) offers opportunities to create personalized, multimodal teaching materials, yet integrating it into English instruction for young learners requires careful consideration of developmental, pedagogical, and ethical factors. This study examines how pre-service teachers designed and integrated AI-generated media into a Genre-Based Approach (GBA) for teaching English to young learners. This study employed a qualitative case study design. Data were collected over sixteen meetings in which students learned to create and integrate AI-generated media into the GBA, two focus group discussions, AI-generated media artifacts, and lesson plans developed by 15 pre-service teachers enrolled in two courses: English for Young Learners Material Development and English for Young Learners Course Design. The data were analyzed using thematic analysis to identify patterns in pedagogical and ethical considerations and how participants integrated AI-generated media across the stages of the GBA. The findings show that the participants considered both pedagogical and ethical factors when creating generative AI-based learning media. Pedagogically, they ensured that the media were age-appropriate, aligned with learning objectives, relevant to learners' cultural contexts, and complemented by hands-on learning activities. Ethically, they showed growing awareness of responsible AI use by considering issues such as overreliance on AI, plagiarism, and learner safeguarding. The AI-generated media were primarily integrated by the pre-service teacher students in GBA during the Building Knowledge of the Field, Modeling, and Joint Construction stages. In the Independent Construction stage, AI-generated media were not used. GAI can enhance engagement and scaffolded learning when used as a supportive tool rather than a replacement for teacher-led instruction. Teacher education programs should provide guidance on ethical AI use and pedagogical alignment to optimize benefits while mitigating risks.