Exploring the perceptions of Chinese pre-service teachers on the integration of generative AI in English language teaching: Benefits, challenges, and educational implications

Abstract

This study investigates the perceptions of English pre-service teachers (PSTs) in China regarding integrating generative AI, specifically ChatGPT, into English language teaching. Utilizing a quantitative approach with a sample of 134 PSTs, the research explores their familiarity with AI technologies, its perceived impact on language acquisition, and the acceptance of AI as a pedagogical tool. The findings reveal that while PSTs generally recognize the potential of AI to enhance teaching efficiency, particularly in grammar and writing, there are concerns about over-reliance on AI, its impact on critical thinking, and the authenticity of AI-facilitated interactions. Additionally, ethical considerations, including data privacy and academic integrity, are highlighted as critical areas requiring attention. The study underscores the need for targeted professional development to equip educators with the necessary skills to integrate AI effectively, ensuring a balanced approach that leverages AI’s benefits while maintaining essential human interaction and cultural sensitivity in language education.