<![CDATA[This study responds to the growing need for structured pedagogical support in integrating artificial intelligence into English as a Foreign Language (EFL) instruction. As AI tools become more prominent in educational settings, their potential to enhance language learning hinges on how effectively they are integrated into existing teaching practices. Twee AI, a tool designed to generate EFL-relevant learning content, offers numerous features for receptive and productive skills instruction. However, without pedagogical scaffolding, its use in classrooms can be inconsistent and fragmented. Using a design and development research (DDR) approach, this study proposes two instructional frameworks that align Twee AI’s features with established models for teaching receptive and productive skills. For receptive skills, the framework maps Twee tools onto the stages of schema activation, comprehension scaffolding, and post-task reflection. For productive skills, it guides the integration of Twee features into preparation, practice, and reflection stages. These frameworks are theoretically grounded and have not yet been empirically tested. By translating AI tool functionalities into coherent instructional sequences, the study offers practical guidance to EFL teachers and supports principled AI integration that sustains teacher agency and instructional coherence in increasingly AI-mediated classrooms.]]>
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