Generative artificial intelligence and the development of English oral skills: perceptions of pre-service English language teachers

Abstract

This study explored the perceptions of future English teachers regarding the use of generative artificial intelligence [GAI], using ChatGPT and Gemini Flash as tools to support the development of oral English skills. The objective was to document and analyze the students’ experiences with an interaction that incorporated guided conversations, role-playing, and pronunciation training. An exploratory-descriptive qualitative approach was adopted, involving 21 B1-level students from the Escuela Normal de Atlacomulco, of whom 8 were selected for semistructured interviews. The results revealed benefits such as immediate and personalized feedback and increased speaking practice outside the classroom, along with limitations related to connectivity and unequal access to devices. The main contribution lies in providing empirical evidence on the potential and limitations of GAI for academic purposes.