The educational affordances and challenges of generative AI in Global Englishes-oriented materials development and implementation: A critical ecological perspective

Abstract

As English is now used globally by people from diverse linguistic and cultural backgrounds, Global Englishes (GE) challenges traditional native-speaker norms and values diverse English varieties. This shift has impacted English Language Teaching (ELT), leading to the rise of Global Englishes Language Teaching (GELT), which advocates a more inclusive and accurate approach to ELT. However, implementing GELT faces significant barriers, particularly the lack of learning materials, which stifles innovation. Digital technologies, especially recent advancements in AI, offer new avenues for overcoming these challenges. Adopting a critical ecological perspective, this study explores the potential and limitations of AI in developing and implementing GE-oriented materials from teachers’ perspectives at a secondary school in China. Data collected through reflective journals, classroom observations, roundtable discussions, and video-stimulated recall interviews were analysed using thematic and Interpretative Phenomenological Analysis (IPA). Findings suggest that AI enhances efficiency in material development, supports student-centred design, integrates well with digital resources, and boosts student engagement. However, challenges include rigid curricular structures, AI inaccuracies, technical issues, and AI’s inability to replace teachers’ unique insights. This study argues that AI offers promising support for GE-oriented materials development, with teachers’ unique role remains indispensable in GELT. Methodological, pedagogical, and empirical implications are discussed.