This review article synthesizes existing research on lesson planning in English language teaching, with particular attention to the emerging role of artificial intelligence. The review examines studies that have investigated traditional teacher-developed planning, AI-generated planning, and collaborative planning models, drawing on theoretical frameworks such as pedagogical content knowledge and instructional quality. The findings from the literature reveal a complex picture: AI-generated lesson plans tend to show stronger alignment with curriculum standards and offer greater variety in activities, while teacher-developed plans demonstrate better contextual understanding and sensitivity to specific learner needs. This suggests that hybrid approaches, may offer the most promising path forward. However, significant gaps remain in the research base, including limited attention to the unique challenges of language teaching. The review concludes by identifying these gaps and establishing a clear rationale for future research that systematically compares planning quality and classroom outcomes across different approaches within authentic English language teaching settings.
Fatemeh Bakhtiyari (Thu,) studied this question.