The Impact of Generative AI Tools on Language Teaching and Learning: Investigating Prospective Teachers' Self-Directed Learning
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| Title: | The Impact of Generative AI Tools on Language Teaching and Learning: Investigating Prospective Teachers' Self-Directed Learning |
|---|---|
| Language: | English |
| Authors: | Wen-Chi Vivian Wu (ORCID |
| Source: | European Journal of Teacher Education. 2025 48(5):987-1012. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Second Language Instruction, Second Language Learning, English (Second Language), Preservice Teachers, Independent Study, Language Teachers, Digital Literacy, Teacher Developed Materials, Instructional Materials, Self Efficacy, Electronic Books, Foreign Countries |
| Geographic Terms: | Taiwan |
| DOI: | 10.1080/02619768.2025.2554682 |
| ISSN: | 0261-9768 1469-5928 |
| Abstract: | The proliferation of generative Artificial Intelligence (GenAI) tools presents transformative opportunities for language teaching and learning, precipitating the development of dynamic teaching materials. This study explores the self-directed learning (SDL) potentials of 12 EFL (English-as-a-foreign language) prospective teachers in integrating various GenAI tools to create digital English-teaching storybooks. Challenges and their overcoming strategies in developing personalised instructional materials are also recorded. Results showed that SDL strategies such as planning, management, evaluation and feedback helped the teachers learn to use GenAI tools. Although these prospective teachers' self-efficacies are influenced by technical difficulties, the support of the instructor and peers empowers them. The study underscores the critical role of AI literacy for preservice English teachers in creating instructional materials. Furthermore, it offers course guidance and pedagogical designs to enhance learners' SDL in acquiring this competence. Finally, this study provides pedagogical and theoretical implications and recommendations for future practice and research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503174 |
| Database: | ERIC |
| Abstract: | The proliferation of generative Artificial Intelligence (GenAI) tools presents transformative opportunities for language teaching and learning, precipitating the development of dynamic teaching materials. This study explores the self-directed learning (SDL) potentials of 12 EFL (English-as-a-foreign language) prospective teachers in integrating various GenAI tools to create digital English-teaching storybooks. Challenges and their overcoming strategies in developing personalised instructional materials are also recorded. Results showed that SDL strategies such as planning, management, evaluation and feedback helped the teachers learn to use GenAI tools. Although these prospective teachers' self-efficacies are influenced by technical difficulties, the support of the instructor and peers empowers them. The study underscores the critical role of AI literacy for preservice English teachers in creating instructional materials. Furthermore, it offers course guidance and pedagogical designs to enhance learners' SDL in acquiring this competence. Finally, this study provides pedagogical and theoretical implications and recommendations for future practice and research. |
|---|---|
| ISSN: | 0261-9768 1469-5928 |
| DOI: | 10.1080/02619768.2025.2554682 |
