Pre-Service EFL Teachers’ Perceived AI Literacy and Competency: The Integration of ChatGPT Into English Language Teacher Education

Abstract

The latest developments in artificial intelligence (AI) have paved the way for new AI-integrated pedagogical skills and competencies in language teaching. AI literacy and AI competency are related terms; however, they differ in educational contexts. AI literacy refers to the skills to understand and evaluate AI technologies, as well as to engage with them. In contrast, AI competency extends beyond conceptual proficiency and is related to the practical application of AI knowledge in educational domains. Considering the significance of effective and ethical AI use in language teaching, this study focused on the role of AI literacy training in teacher education programs and aimed to investigate pre-service EFL teachers’ perceptions of their AI literacy and competency as well as their experiences regarding AI literacy training in EFL teacher education programs. A small-scale exploratory approach was adopted in this qualitative study, which was conducted at the English Language Teaching Department at a state university in Türkiye. The participants were 15 pre-service EFL teachers. Semi-structured interviews were utilized to gather qualitative data, which was analyzed using thematic analysis. The study results revealed that pre-service EFL teachers’ perceptions of AI use in language teaching were positive; however, they were unconfident about their AI knowledge and skills. Also, the study enlightened a lack of exposure to AI education, including AI knowledge, practices, and ethical issues in EFL teacher education programs. Based on pre-service EFL teachers’ needs and expectations, the results of this study may provide beneficial insights for teacher educators, practitioners, and policymakers.

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