AN INVESTIGATION INTO THE BELIEFS OF EFL PRE-SERVICE
TEACHERS IN EMPLOYING CHATGPT IN LESSON PLANNING
Ms. Thi-Huong-Giang, Nguyen - email: nthgiang.work15@[Link]
Dr. Thi-Hong-Nhung, Nguyen
VNU - University of Languages and International Studies
I. INTRODUCTION
Transformative AI-powered tools such as ChatGPT are increasingly adopted by educators.
Regarding lesson planning, Skrabut (2023) emphasized that this AI tool can help teachers with
every step of the procedure, from writing learning objectives to developing assessment strategies.
While much research has explored the tool’s application in lesson planning, few studies focus on pre-
service teachers' beliefs in the Vietnamese context. This study aims to investigate the beliefs of EFL
pre-service teachers about using ChatGPT for lesson planning, providing essential information to
teacher education programs, and supporting effective technology integration in education.
II. RESEARCH QUESTIONS
1. What are EFL pre-service teachers’ beliefs in the practice of using ChatGPT to design lesson plan?
2. How do their beliefs about ChatGPT evolve as they integrate it into their lesson planning practice?
III. METHODOLOGY IV. FINDINGS
QUALITATIVE MULTIPLE CASE STUDY Finding 1: EFL pre-service teachers believed
in the use of ChatGPT for efficiency in
Participant
4 EFL pre-service teachers from ULIS - VNU, lesson planning, while recognizing its
actively using ChatGPT in lesson planning and limitations
having completed a course on Lesson Planning
and Material Development 1.1. ChatGPT is valuable for generating
creative content, offering procedural
Document Analysis support, and accelerating the lesson
Participants’ interactions with ChatGPT when planning process
making lesson plans 1.2. ChatGPT's limitations in lesson
planning include content limitation,
Semi-structured interviews untrustworthy information, and the
Exploring beliefs of using ChatGPT in lesson need for time-consuming detailed input
planning and the factors influencing their beliefs
and connection to practice 1.3. ChatGPT-generated lesson plan can
be impractical and misalign with
students' level
Data analysis - Thematic analysis
(Braun and Clarke, 2006) Finding 2: Their beliefs evolve to consider
deductive coding: 9 initial codes ChatGPT as both a learning opportunity
inductive coding: 48 codes
⟶ 4 themes with relevant sub-themes and a support tool, recognizing its ethical use
alongside concerns about over-reliance
V. CONCLUSION
The findings offer several implications for EFL Teachers and the EFL Teacher Education.
For EFL Teachers:
should use ChatGPT strategically while continuing to practice their own pedagogical expertise.
should consider ChatGPT as a learning opportunity, contributing to professional growth.
should actively keep pace with the evolution of ChatGPT.
For EFL Teacher Education Program:
should incorporate knowledge about ChatGPT into the curriculum to prepare future teachers.
should include guided lesson planning experiences with ChatGPT.
the learning environments of teacher education programs should foster ChatGPT’s integration.
References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Skrabut, S. (2023). 80 ways to use ChatGPT in the classroom: Using AI to enhance teaching and learning. Independent.