Investigating Pre-Service Language Teachers’ Experiences with Generative AI in Language Education

Abstract

The rapid expansion of generative artificial intelligence (Gen AI) tools, such as ChatGPT, has significantly influenced practices in language teacher education, creating new opportunities for innovation and instructional support. This study explores how pre-service English teachers experience and perceive the use of Gen AI in language education contexts. 14 participants engaged in AI-supported activities, and data were collected through reflective journals, semi-structured focus group interviews, and analysis of instructional materials they developed. Thematic analysis revealed several affordances of Gen AI, including enhanced creativity, increased efficiency, adaptability, and support for professional development. However, participants also reported challenges, such as concerns about reliability, risks of over-reliance, cultural limitations, and ethical considerations. The findings emphasize the importance of maintaining a balance between AI use and pedagogical judgment, highlighting the need for teacher guidance and critical engagement. Overall, the study underscores the potential of Gen AI as a supportive tool in teacher education while reinforcing the necessity of human oversight and reflective practice.

Keywords

• Generative AI
• pre-service teachers
• teacher training
• AI in language education
• technology integration

Supporting Institution

Niğde Ömer Halisdemir University

Ethical Statement

Ethical approval was obtained and is stated in the article.

Yabancı Dil Öğretmen Adaylarının Dil Eğitiminde Üretken Yapay Zekâ Deneyimlerinin İncelenmesi

Abstract

Üretken yapay zekâ araçlarının, örneğin ChatGPT’nin, hızla yaygınlaşması, dil öğretmeni eğitimindeki uygulamaları önemli ölçüde etkilemiş ve yenilik ile öğretimsel destek açısından yeni olanaklar yaratmıştır. Bu çalışma, İngilizce öğretmeni adaylarının dil eğitimi bağlamlarında üretken yapay zekâ kullanımına ilişkin deneyimlerini ve algılarını incelemektedir. Araştırmaya katılan on dört katılımcı, yapay zekâ destekli etkinliklere katılmış; veriler yansıtıcı günlükler, yarı yapılandırılmış odak grup görüşmeleri ve katılımcıların geliştirdikleri öğretim materyallerinin analizi yoluyla toplanmıştır. Tematik analiz, üretken yapay zekânın sağladığı çeşitli olanakları ortaya koymuş; artan yaratıcılık, verimlilik, uyarlanabilirlik ve mesleki gelişime katkı öne çıkmıştır. Bununla birlikte katılımcılar, güvenilirlik konusundaki endişeler, aşırı bağımlılık riski, kültürel sınırlılıklar ve etik hususlar gibi zorluklara da dikkat çekmiştir. Bulgular, yapay zekâ kullanımının pedagojik yargıyla dengelenmesinin önemini vurgulamakta; öğretmen rehberliği ve eleştirel katılımın gerekliliğine işaret etmektedir. Sonuç olarak, bu çalışma üretken yapay zekânın öğretmen eğitiminde destekleyici bir araç olarak potansiyelini ortaya koyarken, insan denetimi ve yansıtıcı uygulamaların gerekliliğini de vurgulamaktadır.

Keywords

• Üretken yapay zeka
• öğretmen adayları
• öğretmen eğitimi
• Dil eğitiminde yapay zekâ
• teknoloji entegrasyonu

Supporting Institution

Niğde Ömer Halisdemir Üniversitesi

Ethical Statement

Etik beyan alınmıştır ve makalede belirtilmiştir.

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