Pre-service foreign language teachers' acceptance of ChatGPT in microteaching lesson planning: A sequential...

Area of Science:

• Educational Technology
• Artificial Intelligence in Education
• Teacher Training

Background:

• The integration of generative artificial intelligence (GenAI) tools like ChatGPT into teacher education programs is rapidly evolving.
• Understanding pre-service teachers' perceptions of these tools is crucial for effective pedagogical integration.
• Existing research often lacks context-specific insights into how these tools are perceived during practical teaching preparation.

Purpose of the Study:

• To explore pre-service foreign language teachers' perceptions of ChatGPT during microteaching lesson preparation.
• To develop a qualitatively informed framework for understanding ChatGPT acceptance in this context.
• To investigate the factors influencing behavioral intention to use ChatGPT among these teachers.

Main Methods:

• A mixed-methods design employing a sequential explanatory approach.
• Quantitative data collected via pre-post surveys assessing technology acceptance variables.
• Qualitative data gathered through follow-up focus group interviews to explore perceptions in depth.

Main Results:

• No significant changes were observed in most technology acceptance variables, with the notable exception of a significant increase in self-efficacy.
• Qualitative findings revealed perceived usefulness and ease of use as key drivers of ChatGPT acceptance.
• A hypothesized model emerged, positioning behavioral intention as central, supported by GenAI's role in lesson preparation.

Conclusions:

• Pre-service teachers in this German Language Teaching program demonstrated positive yet cautious attitudes toward GenAI use.
• Perceived usefulness, ease of use, and the supportive role of GenAI in lesson preparation are critical for acceptance.
• Findings highlight the need for context-specific research and diverse settings to generalize these insights.