A 2D3S4L MODEL: DOES GENERATIVE AI ENHANCE ENGLISH LANGUAGE TEACHING AND LEARNING IN LESOTHO?

As Generative AI integration in education is gaining momentum, investigating its feasibility to enhance educational practices in Lesotho secondary schools cannot be overstated, particularly in the English language classrooms.This study investigates the integration of a generative AI to support English teaching and learning in Lesotho's secondary schools.Underpinned by TPACK and Social Constructivism, this study employed the two-dimension, three-stage, four-loop (2D3S4L) framework.This model views AI-supported instruction through two interfacing dimensions (the teacher and the student), three instructional stages (pre-class, in-class, post-class), and four pedagogical loops (analysis, design, implementation, evaluation) to examine how generative AI can possibly support teaching English across the pre-class, in-class, and post-class phases.This study adopted a mixed-methods approach, where survey and interviews were used to collect data.Data was analysed using descriptive statistics and SWOT analysis.The results reveal Generative AI tools used in teaching English, and unveiled the potential of AI to enhance English language instruction.Guided and ethical use of Generative AI is recommended for sustainability purposes.