Human-in-the-Loop Pedagogy for Sustainable Quality Education: Lecturers’ Roles in AI-Integrated English Reading Instruction

Abstract

This study examines the pedagogical agency of English lecturers within Human-in-the-Loop pedagogy in AI-integrated English reading instruction. Situated within the growing use of artificial intelligence in EFL reading classrooms, the study explores how lecturers regulate AI-mediated learning while sustaining critical literacy, ethical awareness, learner autonomy, and humanistic educational values. A qualitative multiple case study design was employed, involving six English lecturers who integrated AI tools into reading-related courses. Data were collected through semi-structured interviews, classroom observations, and document analysis of syllabi, lesson plans, worksheets, AI-use guidelines, assessment rubrics, LMS instructions, lecturer feedback, and reflective teaching notes. The data were analyzed through thematic analysis, within-case analysis, and cross-case comparison. The findings indicate that lecturers’ roles shifted from direct textual explainers into pedagogical facilitators, learning designers, ethical supervisors, feedback validators, critical literacy mediators, curriculum co-designers, and guardians of humanistic values. AI supported reading instruction through summarization, vocabulary assistance, text simplification, prompt generation, feedback, and cross-text comparison. However, its pedagogical value emerged only when lecturers positioned AI outputs as provisional materials for verification, critique, revision, and reflection. The study concludes that sustainable AI-integrated English reading instruction requires lecturer agency, ethical governance, processbased assessment, continuous professional development, and institutional support.