The  use of ai-powered applications for english language content generation: attitudes and practices of pre-service teachers

Abeer Althaqafi; Amani Alamri

doi:10.46661/ijeri.12960

Authors

Abeer Althaqafi Institute at King Abdulaziz University https://orcid.org/0000-0001-8440-0412
Amani Alamri Institute at King Abdulaziz University https://orcid.org/0009-0008-6848-8598

DOI:

https://doi.org/10.46661/ijeri.12960

Abstract

This research study aimed to explore pre-service English teachers’ attitudes toward AI and their use of it in micro-teaching. It sought to investigate whether key factors such as perceived usefulness, ease of use, AI anxiety, AI output quality, and facilitating conditions had a positive or negative impact on their attitudes and use of AI. The study employed a mixed-method approach to collect data, including using a questionnaire and conducting interviews. Hence, 100 respondents answered the questionnaire, and 5 participants took part in the interview. The main findings revealed that pre-service English teachers have positive attitudes toward AI integration and use in teaching profession. Additionally, it identified several uses of AI in their micro-teaching sessions, with lesson planning and the suggestion of instructional materials being the most common. The study also revealed that perceived AI usefulness and ease of use played a significant role for shaping positive attitudes among pre-service English teachers. However, their attitudes were found to be negatively affected by AI anxiety. Finally, the study highlighted multiple implications for teacher education programs and pre-service teachers to enhance their pedagogical knowledge and professional performance as well as ensuring effective implementation and responsible use of AI in teaching.

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