Enhancing Language Teacher Education: Exploring the Integration of AI-Powered Tools in Preservice Teacher Education

This study examines preservice language teachers' perceptions of AI tool integration in teaching. A qualitative methodology was utilized to evaluate the effects of AI tools on teacher performance and satisfaction. Twenty-five preservice language teachers engaged in a 16-week English practicum course participated in the research. The participants were senior students aged 21 to 24, having completed seven semesters of Teaching English as a Foreign Language. In the initial five weeks, they were instructed on fundamental AI usage in language teaching, such as ChatGPT, Copilot, Pi, and Sider. Subsequently, they applied these skills in classroom settings. Ultimately, they produced a microteaching video demonstrating English instruction through AI tools. The participants had one to three semesters of teaching experience with teenagers. Data collection involved semi-structured interviews with the participants. Findings indicated the participants’ significant interest in AI technologies, emphasizing its role in enhancing interactivity and providing prompt feedback in educational planning and delivery. Additionally, while preservice teachers expressed positive views on AI capabilities, they articulated concerns regarding its impact on teaching roles. The results underscore the necessity of equipping preservice teachers with effective AI tool utilization skills in their pedagogy. It is recommended that teacher education programs prioritize practical experience with AI tools and prepare teachers to navigate associated challenges and limitations.