Pedagogical models of generative AI in Secondary English language teaching

Silvia Corral Robles; Pedro Ortega Rodríguez; Zayda María García Mora

doi:10.30827/portalin.vi46.36825

Authors

Silvia Corral Robles Universidad de Granada https://orcid.org/0000-0001-6315-7329
Pedro Ortega Rodríguez Universidad de Granada (Corresponding author)
Zayda María García Mora Universidad de Granada https://orcid.org/0009-0005-0207-0381

DOI:

https://doi.org/10.30827/portalin.vi46.36825

Keywords:

Generative artificial intelligence, English Language Teaching, Teaching practices, Secondary Education, Pedagogical innovation

Abstract

The rapid rise of generative artificial intelligence (AI) is reshaping the pedagogical landscape of English Language Teaching (ELT), particularly in secondary education where teachers confront heterogeneous proficiency levels, escalating curricular demands and evolving expectations for digitally mediated learning. While existing research has examined teacher attitudes, digital competence and ethical concerns, far less is known about the discipline-specific instructional practices through which English teachers operationalise AI within real classroom contexts. Addressing this gap, this qualitative study employs reflexive thematic analysis to investigate how in-service secondary school English teachers in Spain integrate AI tools into their pedagogical decision-making and instructional design. The analysis identifies four pedagogical configurations of AI use—Material-Oriented Use, Adaptive and Differentiated Use, Feedback-Centred Use, and Minimal or Peripheral Use—which reflect distinct logics of practice, degrees of teacher agency and levels of alignment with contemporary ELT principles, including communicative competence and Common European Framework of Reference for Languages (CEFR) informed differentiation. In addition, the study proposes a conceptual framework for interpreting emerging modes of AI-mediated English language teaching, situating these practices within contemporary debates on teacher agency, pedagogical design and technological mediation, and contributing to a more nuanced understanding of how AI is being negotiated within language education.

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Author Biographies

Silvia Corral Robles, Universidad de Granada

Silvia Corral Robles holds a PhD in Education Sciences and a degree in English Philology from the University of Granada. She is a lecturer and researcher in the Department of Language and Literature Education. Her work focuses on educational innovation in language teaching, particularly the integration of emerging technologies and artificial intelligence in the classroom. Her research also addresses inclusive education and diversity, contributing to several research projects and international publications in language education.

Pedro Ortega Rodríguez, Universidad de Granada (Corresponding author)

Pedro Ortega Rodríguez is currently studying for a master’s degree in Secondary Education Teacher Training at the University of Granada, specializing in foreign languages (English). He has a degree in English Studies from the same university. He regularly collaborates with Common Ground Research Networks in organizing international conferences on diversity, learning and interdisciplinarity. He has studied in the United Kingdom and spent a year of his degree at Trinity College Dublin (Ireland).

Zayda María García Mora, Universidad de Granada

Zayda María García Mora is an English philologist with a strong academic background, holding two master’s degrees in education and advanced English Studies (Literature specialization). Experienced in teaching English as a Foreign Language at different levels, fostering communicative competence and cultural awareness. After passing the national civil service examination, obtained a permanent position as a Secondary Education teacher. Currently a second-year PhD candidate in English Studies at the University of Granada, researching language and literature didactics.

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