Exploring ChatGPT's Role in English Language Learning: Insights from Pre-Service Teachers
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Abstract
The proliferation of AI tools like ChatGPT is reshaping the traditional teaching-learning model, expanding the boundaries of classroom learning into new and innovative spaces. This study utilized a descriptive quantitative design using a validated survey questionnaire to explore pre-service teachers' perceptions of ChatGPT's influence on their engagement in English language learning activities. Participants included 451 pre-service teachers majoring in English from two higher education institutions in region 7. The findings indicate a predominantly positive perception of ChatGPT among pre-service teachers. They reported heightened interest, motivation, and active participation in language learning activities facilitated by ChatGPT. Additionally, participants recognized ChatGPT's role in enhancing language proficiency and skills development. Nevertheless, concerns regarding potential over-reliance on AI writing tools, as highlighted in the literature, were noted. While pre-service teachers acknowledged ChatGPT's benefits, uncertainties were expressed about its potential impact on critical thinking and creativity. The results suggest that ChatGPT holds promise as a valuable tool for promoting classroom engagement and enriching language learning experiences. However, further research is needed to explore the impact of AI tools in enhancing students’ macro skills and to identify the best integration strategies for maximizing the benefits of ChatGPT in language education.
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