Pre-service Teachers’ Perceptions of the Use of Artificial Intelligence in an English as a Foreign Language Learning Context

Abstract

This study seeks to explore the perceptions of pre-service teachers regarding the integration of generative artificial intelligence tools, specifically ChatGPT, into English as a Foreign Language (EFL) learning. The main objective was to determine the perceived benefits and limitations of artificial intelligence tools to foster language learning. A total of 120 EFL university students who were enrolled in two distance courses participated in this mixed-method research. Learners ranged from B1 to B2 levels according to the Common European Framework of Reference and were located in various regions of Ecuador and abroad. Data collection involved a diagnostic survey, reflective narratives, an exit questionnaire, and semi-structured interviews. The quantitative information was analyzed descriptively, while qualitative responses were interpreted thematically. Findings revealed that students perceived AI tools as helpful in organizing ideas, managing time, and improving linguistic and pedagogical skills. Most participants affirmed that ChatGPT enhanced their writing abilities and contributed to their future professional instruction. However, concerns about AI overdependence, lack of personalization, and occasional inaccuracies were noted. It is concluded that although AI is a valuable resource in EFL education, its implementation must be guided by thoughtful instructional design and critical engagement.