Exploring self-regulated learning strategies to enhance English speaking skills among EFL students

Abstract

This study aims to examine EFL pre-service teachers' acceptance of ChatGPT for their writing. In this context, acceptance refers to the pre-service teachers’ willingness and intention to use ChatGPT as a support tool for their academic writing tasks. A sequential explanatory mixed-method approach was employed, combining a Technology Acceptance Model (TAM) questionnaire with semi-structured interviews. Initially, 143 EFL pre-service teachers from four universities in Surakarta, Indonesia, completed the TAM questionnaire to assess their acceptance of ChatGPT. Subsequently, semi-structured interviews were conducted with 12 participants to gain deeper insights into their perspectives on using ChatGPT for writing, a fundamental skill in EFL that demands high levels of linguistic accuracy, organization, and creativity, making it particularly sensitive to the influence of Artificial Intelligence tools like ChatGPT. The results revealed that the participants generally perceived ChatGPT as useful and easy to use, with a positive attitude toward the tool. Despite these favorable perceptions, the behavioral intention to use ChatGPT regularly was markedly lower, with participants expressing concerns about becoming overly reliant on AI. Qualitative data further confirmed that while participants acknowledged the potential of ChatGPT, many felt that further training and experience were necessary to integrate the tool effectively into their teaching practices. Ethical concerns (student over-reliance, which may lead to academic dishonesty) surrounding the over-dependence on AI for academic tasks were also noted. The findings highlight the need for targeted professional development and the careful consideration of ethical implications in integrating AI tools into language teaching, particularly for writing instruction.