Abstract

This study addresses the gap in professional development resources for in-service English teachers in designing effective lesson plans for fiction reading. In particular, it explores how the integration of genre-based instruction (GBI) and Artificial Intelligence (AI) can support pedagogical planning in EFL contexts. GBI provides a structured framework to scaffold students’ reading through stages such as building field knowledge, supported reading, and genre-focused writing. AI tools, including ChatGPT, assist teachers in adapting texts, creating multimedia content, and designing story maps to support learners’ comprehension. The research employed a mixed-methods design involving eight in-service teachers enrolled in a graduate program in Thailand. Data were collected through pre- and post-tests, lesson plan evaluations, questionnaires, and semi-structured interviews. Results showed a statistically significant improvement in GBI knowledge (pre-test mean = 6.38; post-test mean = 14.00, *p* < .05) and an increase in lesson planning quality (mean scores between 4.63 and 5.00). Teachers further reported higher confidence and perceived usefulness of AI in supporting diverse learner needs. Future research should explore this integration across other genres and with larger, more diverse participant groups to assess long-term instructional outcomes and adaptability.

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