Teachers’ Perceptions of the Feasibility of Implementing Secondary English Textbook Learning Objectives in AI-Based Instruction: An Exploratory Study

This exploratory study investigates teachers’ perceptions of the feasibility of implementing learning objectives from Korean secondary English textbooks in AI-based instruction. Learning objectives were extracted from selected textbooks and then used as prompts to generate beginner-, intermediate-, and advanced-level instructional materials through a generative AI model. A survey was conducted with in-service English teachers in order to examine their perceptions of objective clarity, level alignment, goal coherence, and practical classroom applicability in actual teaching contexts. The results indicate that teachers generally perceive textbook learning objectives as useful and meaningful reference points in AI-assisted instruction. AI-generated materials were considered beneficial for scaffolded activities, differentiated tasks, and level-adjusted input, although concerns were raised regarding contextual sensitivity, instructional appropriateness, and output consistency, particularly at higher proficiency levels. As a small-scale exploratory study, this research identifies overall tendencies in teacher perceptions rather than directly verifying actual effectiveness. The findings suggest the need for further research involving larger samples, real classroom implementation, and more detailed learner outcome analysis in diverse educational settings.