Pedagogically grounded AI use in the EFL classroom: principles and classroom examples

Abstract Artificial intelligence (AI) is now widely available to teachers and learners through natural language prompts. While such tools create new opportunities for English language teaching, their classroom use often remains exploratory and detached from pedagogical aims. This article argues for a pedagogy-first approach, where AI use is deliberately aligned with learning objectives. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework and its recent adaptation to AI (AI-TPACK), the article shows how teachers can integrate technological, content, and pedagogical knowledge to ensure AI supports, rather than drives, language learning. The discussion is illustrated with adaptable and practical classroom examples that build AI literacy, enhance student engagement, and encourage critical reflection on the ethical and pedagogical boundaries of AI.