PRE-SERVICE ENGLISH TEACHERS’ INSIGHTS AND DEMANDS ON THE APPLICATION OF CHATBOTS IN EDUCATION

Abstract

Artificial intelligence-powered chatbots have brought notable transformations to English language education, posing challenges for pre-service teachers. However, pre-service English teachers’ perspectives and requirements regarding the integration of chatbots in teaching remain underexplored. This study aimed to investigate Chinese pre-service English teachers’ (1) foundational knowledge and attitudes toward chatbots, (2) views on using chatbots in English education, (3) perceived benefits and challenges of chatbot use, and (4) specific needs for incorporating chatbots into teaching. From June to September 2023, 12 Chinese pre-service English teachers were purposefully selected for semi-structured interviews, and thematic analysis was applied to extract core themes. Results indicated generally positive attitudes toward chatbots, despite limited understanding. Teachers acknowledged the potential of chatbots to enhance language skills but raised concerns such as plagiarism. They highlighted the irreplaceable role of human teachers in moral, emotional, and personalized instruction and expressed a need for supportive policies, training, and social backing. The findings provide valuable insights into pre-service teachers’ perspectives on chatbot integration in English education and offer guidance for teacher education programs and chatbot development globally.

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