Abstract

This autoethnographic study chronicles my experiences as an English as a Foreign Language (EFL) instructor integrating Generative AI (GenAI) tools into the Flipped Classroom (FC) model to create a more engaging and effective learning environment. Since adopting the FC approach in 2017, I have encountered challenges, such as students’ lack of self-regulation and motivation, issues that were further exacerbated by the abrupt shift to online teaching during the Covid-19 pandemic. Motivated to find innovative solutions, I turned to GenAI platforms, which have significantly streamlined lesson planning and enhanced the interactivity and personalization of learning experiences. However, this journey has not been without obstacles. I have had to ensure the accuracy of AI-generated content, remain vigilant about ethical concerns like data privacy and academic integrity, and be aware of the risk of becoming overly reliant on these technologies. Balancing AI’s efficiency with the need for authentic human connection in the classroom has been an ongoing process of growth and learning. Despite these challenges, the integration of GenAI has enriched my teaching practices, deepened my dedication to continuous improvement, and reaffirmed my commitment to prioritizing students’ needs and fostering meaningful interactions.