Role-Switching as a Pedagogical Strategy for Developing Glocalized ChatGPT-Based Instructional Materials in EFL Contexts

This study addresses the ongoing reliance on imported English textbooks in Taiwanese universities by developing glocalized instructional materials through Artificial Intelligence (AI). A role-switching approach was implemented, using ChatGPT (GPT-3.5) to generate an English syllabus and reading passages that integrate culturally relevant Taiwanese perspectives. Employing a mixed-methods design, the research examined the impact of these glocalized AI-generated materials on the reading performance of 72 first-year university students in central Taiwan. Quantitative differences in English reading scores between the treatment and control groups were analyzed using one-way ANCOVA, while qualitative data provided further insight into student experiences. The findings offer evidence for the effectiveness of culturally adaptive, AI-supported English instruction and underscore the role of AI in enhancing language education within the Taiwanese context.