An exploration of Turkish EFL pre-service Teachers' perceptions on the integration of generative AI in English language Teacher Education: benefits, challenges, and future directions

This study explores the perceptions of pre-service English as a Foreign Language (EFL) teachers in Türkiye regarding the integration of generative artificial intelligence (GenAI) into English language teacher education. Employing a quantitative research design, data were collected from 150 pre-service teachers (PSTs) to examine their awareness of AI technologies, perceived impacts on language learning, and acceptance of AI as a pedagogical tool. The findings provide a nuanced understanding of how pre-service teachers engage with AI in educational contexts and emphasise the need for thoughtful pedagogical integration of GenAI tools in teacher education programs. The study highlights the importance of structured, reflective initial teacher education that addresses both the technological affordances and ethical implications of AI use in the classroom. The study also underlines the gender equity in AI adoption, reinforcing that both male and female PSTs share similar levels of engagement with AI technologies. Additionally, results indicate gender parity in AI engagement, suggesting equitable adoption across male and female participants. This research contributes to the growing body of literature advocating for inclusive and responsible technology integration in education.