Pre-service English teachers' perceptions about the impact of ChatGPT in learning and teaching English

Abstract

The presence of ChatGPT is seen as a potential tool to improve English language learning and teaching. As a result, it is crucial to explore how pre-service English teachers assess the utilizing ChatGPT in English language education, particularly in Vietnam, where research on this topic is limited. This study aimed to investigate the perceptions of pre-service English teachers on the influence of ChatGPT on the process of learning and teaching English. Quantitative and qualitative data were obtained by using questionnaires and semi-structured interviews. The research was conducted within the context of School of Foreign Languages at Can Tho University. The participants in this study consisted of eighty students who majored in ELT. The findings indicated that the majority of pre-service English teachers hold favorable views regarding the influence of ChatGPT on their language learning and teaching. Simultaneously, the participants found some drawbacks preventing them from utilizing ChatGPT in their language education, such as disinformation or ethical concerns, as well as some obstacles related to cognitive skills. The findings gained from two types of research tools, some pedagogical implications, and research suggestions on the usefulness of preservice English teachers’ usage of ChatGPT in the teaching-learning process were proposed in the study.