DEVELOPING PRIMARY SCHOOL STUDENTS’ CREATIVITY THROUGH THE USE OF ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE LESSONS

Abstract

This article examines how artificial intelligence technologies can be used to foster creativity among primary school pupils in English as a Foreign Language (EFL) lessons. The aim of the study is to provide a theoretical rationale and methodological description of ways to integrate generative AI tools such as ChatGPT and DALL·E into classroom practice, drawing on recent empirical research and contemporary pedagogical frameworks. The paper identifies several groups of AI-supported practices, including AI-assisted story writing and narrative tasks, multimodal (text–image) storytelling with AI-generated visuals, role-play and dialogic activities with AI as a conversational partner, and the use of teacher-oriented platforms to design open-ended creative tasks. The analysis suggests that, when accompanied by careful pedagogical guidance, these approaches can enhance pupils’ fluency and originality in language production, strengthen their motivation and creative self-efficacy, while also raising important questions about overreliance on AI and the mechanisation of creativity, for which strategies to mitigate potential risks and directions for future research are proposed