This study explores how pre-service English teachers experience and perceive the use of Gen AI in language education contexts, and underscores the potential of Gen AI as a supportive tool in teacher education while reinforcing the necessity of human oversight and reflective practice.
Abstract
The rapid expansion of generative artificial intelligence (Gen AI) tools, such as ChatGPT, has significantly influenced practices in language teacher education, creating new opportunities for innovation and instructional support. This study explores how pre-service English teachers experience and perceive the use of Gen AI in language education contexts. 14 participants engaged in AI-supported activities, and data were collected through reflective journals, semi-structured focus group interviews, and analysis of instructional materials they developed. Thematic analysis revealed several affordances of Gen AI, including enhanced creativity, increased efficiency, adaptability, and support for professional development. However, participants also reported challenges, such as concerns about reliability, risks of over-reliance, cultural limitations, and ethical considerations. The findings emphasize the importance of maintaining a balance between AI use and pedagogical judgment, highlighting the need for teacher guidance and critical engagement. Overall, the study underscores the potential of Gen AI as a supportive tool in teacher education while reinforcing the necessity of human oversight and reflective practice.
Qualitative evidence from the Moroccan EFL context reveals that participants generally perceive AI as a complementary pedagogical tool that enhances lesson planning, instructional material development, learner autonomy, creativity, and teaching efficiency rather than replacing teachers.
Jaouhara ELmzandi· International Journal of Lin...· 0 citations
P phenomenological inquiry examined how English language teachers perceive the influence of AI on their autonomy and indicated that AI enhanced English teachers’ autonomy over professional teaching by providing access to a wider range of teaching resources and enabling more flexible, personalized approaches.
The paper takes the argument that AI has significant potential in teacher education, especially English Language Teaching (ELT) but teachers’ preparedness, classroom practices, and institutional support may all be factors that hinder or facilitate the adoption of AI. What the study did was it used TPACK and TELL frameworks to analyze how teacher education might incorporate AI. The study’s context was AI in teacher education. One hundred English language teacher educators out of five universities were the participants of the purposive sampling method. All of them were familiar with or interested in AI, supported teaching. The data were collected via a structured questionnaire on the interviewees readiness, pedagogical influence, and adoption barriers. Data were also gathered through open-ended questions in order to gain additional qualitative data. The study showed that the teachers who were able to incorporate AI in their teaching were very satisfied due to the feedback that the students got from the AI, as well as the increase in enthusiasm among the students. Most importantly, AI was still just another teaching tool used alongside others, not the one effecting a complete transformation in the teaching, learning process. Lack of enough institutional support, lack of infrastructures, poor teacher training, and ethical issues in terms of problems such as privacy, data, and algorithmic bias, were some of the issues identified as barriers to AI adoption.
M. Grab· Journal of language research· 0 citations
The findings reveal that pre-service teachers perceive generative artificial intelligence as a supportive learning partner in areas such as time management, idea development, linguistic accuracy, and self-regulation, but also highlighted risks such as over-reliance, diminished creativity, ethical concerns, and the generation of inaccurate information.
Mehmet Kokoç· Uludağ Üniversitesi Eğitim F...· 0 citations
Generative AI in the education sector is quickly becoming a successful application, offering new opportunities but also challenges in teacher education, particularly within the English as a Foreign Language (EFL) context. One of the current popular technologies is ChatGPT, which has potential in assisting in teaching, reflection, and teacher professional development. However, a lack of research has focused on pre-service English teachers' perceptions of ChatGPT or how those perceptions may influence a teacher's perception of professional empowerment. An empirical qualitative research method will be used in this paper, analyzing Indonesian preservice higher education teachers' perceptions of ChatGPT in EFL teacher preparation programs, how they use ChatGPT, and how those perceptions may influence preservice teachers' perceptions of professional empowerment. Methods of research include conducting in-depth semi-structured interviews, analyzing findings through a thematic assessment. Findings also show how preservice teachers' perceptions of ChatGPT, an empowering cognitive/teaching tool, influence preservice teachers' perceptions of overall personal/professional teacher empowerment. Also identified are five increasingly interrelated perspectives of preservice teachers' perceptions of teacher empowerment, including identity, teaching competence, technological agency, teaching efficacy, and teaching innovation.
Ryan Purnomo, N. Suryati, Moh. Rif’attullah et al.· FRASA : English Education an...· 0 citations
Artificial Intelligence (AI), particularly generative language AI, is rapidly transforming education. This study explored the efficacy of language teachers in integrating generative language AI into instruction within a large schools division in the Philippines during the 2024–2025 school year. Using a mixed-method explanatory sequential design, data were collected through surveys and focus group discussions. Quantitative data were analyzed using mean, standard deviation, and the Mann-Whitney U test, while qualitative data underwent thematic analysis using Lichtman’s 3C’s model. Findings showed that language teachers demonstrated high efficacy in using generative AI, particularly in four domains: adoption, application, adaptation, and ethical consideration. Notably, there were no significant differences in efficacy based on demographic factors such as age, curricular category, educational attainment, sex, and teaching experience. The qualitative phase revealed four themes: AI as a catalyst for teaching efficiency, a driver of teacher productivity and work-life balance, a means of democratizing access to educational resources, and a double-edged sword in writing instruction. The meta-inference demonstrated alignment between the quantitative and qualitative results, highlighting teachers’ readiness and optimism toward AI integration. However, challenges such as student over-dependence on AI and limited internet connectivity remain significant obstacles. To support effective AI adoption, stakeholders must improve access to technology and implement strategies to mitigate negative impacts.
Therese Marie Bedonia, Marijo D. Chua· International Journal of inn...· 0 citations
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