AI in the language classroom: Insights from pre-service English teachers
Ramazan Yetkin, Zekiye Özer-Altınkaya
Abstract
In recent years, the potential benefits of artificial intelligence (AI) in language education have garnered increasing interest. Understanding the beliefs of pre-service English language teachers (PELTs) toward the integration of AI in language education is crucial for equipping them with the skills needed to integrate AI into educational practices. Therefore, this paper investigates the beliefs and attitudes of PELTs toward integrating AI into language education. The study involved a sample of 20 PELTs and utilized focus-group interviews to uncover their perspectives. The findings indicate that PELTs hold a mix of positive and negative attitudes toward AI integration. Various factors influencing their views on the use of AI-based tools in language education were identified, with a detailed exploration of each factor providing deep insights into the complexities of PELTs’ beliefs. By delving into PELTs’ perspectives, this study enriches the growing corpus of research on AI-integrated language teaching and offers valuable insights for educators, curriculum designers, and technology innovators.