OPPORTUNITIES AND CHALLENGES IN AI-ASSISTED LANGUAGE TEACHING: PERCEPTIONS OF PRE-SERVICE EFL TEACHERS

Abstract

The integration of Artificial Intelligence (AI) into foreign language education has transformed how languages are taught and learned, offering adaptive and personalized learning experiences. This study explores the perceptions of pre-service teachers regarding AI applications in language teaching, aiming to identify both the advantages and challenges these technologies present in educational contexts. Using a qualitative research methodology, semi-structured interviews were conducted with 17 pre-service English language teachers, who provided insights into their experiences with AI tools like ChatGPT, Google Assistant, and Grammarly. The findings revealed four primary themes: frequency of AI usage, positive impacts, negative impacts, and applications in language teaching. Pre-service teachers highlighted time-saving, convenience, and enhanced access to information as significant benefits of AI, while expressing concerns over issues like job displacement, dependency on technology, and data privacy. Additionally, participants acknowledged the potential of AI to support individualized learning but raised concerns about equity in access and the risk of reduced critical thinking skills. This study contributes to the growing literature on AI in education, offering insights to inform teacher education programs and educational policies to foster effective and ethical AI integration in language classrooms.

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