Pre-Service EFL Teachers’ Perceptions of ChatGPT: Opportunities and Challenges

Abstract

This study aims to investigate the perceptions of pre-service English as a Foreign Language (EFL) teachers regarding the use of ChatGPT in their academic and professional development. A total of 100 pre-service EFL teachers participated in the research. Data were collected through focus group interviews and the ChatGPT Usage Scale developed by Taktak and Bafralı (2025), which includes two sub-dimensions: Opportunities and Challenges. The scale demonstrated acceptable internal consistency (Cronbach’s α = .71). Descriptive statistics were used to summarize demographic details and participants’ responses, while non-parametric tests were applied due to the violation of normality assumptions. Results indicate that undergraduate ELT students perceive ChatGPT as a valuable supplement to their studies, facilitating task efficiency and providing new avenues for learning. However, participants also expressed concerns about its accuracy, ethical issues, and the potential for over reliance on the tool. This study contributes to the growing body of research on artificial intelligence in language teacher education by providing empirical evidence on pre-service EFL teachers’ perceptions of ChatGPT, highlighting both its pedagogical potential and the associated challenges. The study is limited by its sample, which consisted solely of pre-service EFL teachers from a single context, potentially limiting the generalizability of the findings. Future research could explore perceptions across different educational settings and cultural contexts. Findings suggest the need for structured training on the ethical and critical use of AI tools in language teacher education programs to maximize benefits while mitigating potential risks.