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Pre-Service Language Teachers' Perceptions and Applications of Generative AI for Future Teaching

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Title: Pre-Service Language Teachers' Perceptions and Applications of Generative AI for Future Teaching
Language: English
Authors: Yuko Goto Butler (ORCID 0000-0002-9531-3469), Shiyu Jiang (ORCID 0009-0002-6525-7846)
Source: Language Teaching Research Quarterly. 2025 51:299-324.
Availability: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Language Teachers, Student Attitudes, Artificial Intelligence, Technology Uses in Education, Second Language Instruction, Technological Literacy, Teacher Competencies, Academic Language, Writing (Composition), Writing Skills
ISSN: 2667-6753
Abstract: The rapid advancement of generative AI, along with other digital technologies, is drastically changing the needs of language learning students and teachers. This classroom-based exploratory study focused on pre-service language teachers in a professional development program and investigated their perceptions of ChatGPT's affordances, the competencies necessary to use ChatGPT effectively, and how they incorporate these affordances into their pedagogical task designs to foster those competencies, specifically in the context of academic writing. The study found that the pre-service teachers became less positive about ChatGPT's affordances after gaining more experience using it in their academic writing. The necessary competencies that they identified showed different patterns according to their own writing proficiency; those with lower proficiency primarily focused on evaluative competencies (cognitively higher-level competencies), whereas those with higher writing proficiency expressed more holistic views encompassing various levels of competencies, including basic language skills. However, the pre-service teachers, regardless of their proficiency levels, appeared to encounter difficulty transitioning from viewing the use of ChatGPT from a student's perspective to a teacher's perspective. Their pedagogical task designs reflected challenges in using ChatGPT for their students' learning, rather than in learning, which highlighted the need for fostering such pedagogical strategies in professional development programs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494829
Database: ERIC
FullText Text:
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  Data: Pre-Service Language Teachers' Perceptions and Applications of Generative AI for Future Teaching
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  Data: <searchLink fieldCode="AR" term="%22Yuko+Goto+Butler%22">Yuko Goto Butler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9531-3469">0000-0002-9531-3469</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shiyu+Jiang%22">Shiyu Jiang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-6525-7846">0009-0002-6525-7846</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2025 51:299-324.
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  Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink>
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  Data: The rapid advancement of generative AI, along with other digital technologies, is drastically changing the needs of language learning students and teachers. This classroom-based exploratory study focused on pre-service language teachers in a professional development program and investigated their perceptions of ChatGPT's affordances, the competencies necessary to use ChatGPT effectively, and how they incorporate these affordances into their pedagogical task designs to foster those competencies, specifically in the context of academic writing. The study found that the pre-service teachers became less positive about ChatGPT's affordances after gaining more experience using it in their academic writing. The necessary competencies that they identified showed different patterns according to their own writing proficiency; those with lower proficiency primarily focused on evaluative competencies (cognitively higher-level competencies), whereas those with higher writing proficiency expressed more holistic views encompassing various levels of competencies, including basic language skills. However, the pre-service teachers, regardless of their proficiency levels, appeared to encounter difficulty transitioning from viewing the use of ChatGPT from a student's perspective to a teacher's perspective. Their pedagogical task designs reflected challenges in using ChatGPT for their students' learning, rather than in learning, which highlighted the need for fostering such pedagogical strategies in professional development programs.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 299
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Writing Skills
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              Y: 2025
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