Redefining Teacher–Technology Relationships: <scp>AI</scp> ‐Driven Platforms in <scp>EFL</scp> Classrooms Through the Eyes of Pre‐Service Teachers

Abstract

ABSTRACT The increasing use of artificial intelligence (AI)‐driven platforms such as ChatGPT in language classrooms has intensified debates concerning the evolving relationship between teachers and educational technology. Although prior research has largely examined the affordances and challenges of AI for language learning, limited attention has been paid to whether AI is perceived as replacing or complementing language teachers, particularly from the perspectives of AI‐literate teachers. Addressing this gap, the present qualitative study explores how 35 AI‐literate pre‐service English language teachers (PELTs) conceptualise the role of AI‐driven platforms in EFL classrooms. Data were collected through written reflections and multiple rounds of semi‐structured focus group interviews and analysed using thematic analysis. The findings indicate that AI‐driven platforms are perceived as offering significant pedagogical benefits, including enhanced creativity, immediate feedback and increased instructional variety. However, participants consistently emphasised the indispensable role of teachers in providing emotional support, exercising pedagogical judgement and responding to contextual and learner‐specific needs. The study concludes that AI‐driven platforms should be regarded as complementary pedagogical tools rather than substitutes for language teachers. These findings have important implications for teacher education and for the pedagogically informed integration of AI technologies in L2 classrooms.

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