The effects of generative AI on initial language teacher education: The perceptions of teacher educators

Benjamin Luke Moorhouse*, Lucas Kohnke

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review


Since the public release of ChatGPT in November 2022, generative AI tools—capable of creating human-like content such as audio, code, images, text, simulations, 3D objects, and videos—have gained significant attention. While the impact of these tools on language teaching and learning has been widely speculated, the perspective of language teacher educators concerning their influence on initial language teacher education (ILTE) remains unexplored. This study investigates how teacher educators, who play a crucial role in adapting ILTE to technological advancements, perceive the effects of generative AI tools on ILTE. Data were collected through in-depth interviews with thirteen English language teacher educators from all four Hong Kong government-funded universities offering ILTE. Findings reveal that participants believe generative AI tools will substantially affect the ILTE curriculum, instruction, and assessment. However, most participants believed they lacked the confidence and competence to address the implications of generative AI tools effectively. This study highlights the need for further research and training to support teacher educators in adapting ILTE to the emerging influence of generative AI.
Original languageEnglish
Article number103290
Number of pages34
Early online date20 Mar 2024
Publication statusE-pub ahead of print - 20 Mar 2024

Scopus Subject Areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

User-Defined Keywords

  • ChatGPT
  • Generative AI
  • Initial language teacher education
  • Teacher educators


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