PRE-SERVICE EFL TEACHERS’ PERCEPTIONS OF THE USE OF CHAT GPT FOR LESSON PLANNING DURING THEIR TEACHING PRACTICUM

Abstract

This study explores the perceptions of pre-service English as a Foreign Language (EFL) teachers on the utilization of Chat GPT for lesson planning during their teaching practicum. Amidst the increasing integration of artificial intelligence in education, this study focuses on how future educators perceive and adopt Chat GPT to enhance their pedagogical workflows. The study aims to explore how pre-service EFL teachers perceive the impact of Chat GPT on lesson planning and its efficacy in assisting with teaching strategies, content generation, and adaptation to diverse learner needs. The study was employed a mixedmethod approach in which the study collected both quantitative data from 87 Vietnamese EFL pre-service teachers through a Likert-scale questionnaire and qualitative data from semi-structured interviews with eight participants. This methodology enabled a comprehensive analysis of teachers’ attitudes toward Chat GPT. The findings reveal that pre-service teachers view Chat GPT as a valuable tool for content generation and lesson structuring, offering significant time-saving advantages. Teachers appreciate the AI’s capability for innovative teaching ideas and activity suggestions, enhancing their lesson efficiency and creativity. However, the study also notes limitations in Chat GPT’s utility, such as varied response quality and potential misinformation, necessitating teacher verification of AI outputs. Chat GPT is recognized as a transformative educational tool by pre-service EFL teachers. Its capabilities in supporting lesson planning and fostering innovative teaching strategies are commended. Nonetheless, the research highlights the importance of critical engagement with AI outputs to ensure quality and relevance in educational settings.