Investigating Pre-Service Language Teachers’ Experiences with Generative AI in Language Education
TL;DR
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.