INVESTIGATING THE USE OF AI TOOLS AMONG TESL PRESERVICE TEACHERS DURING PRACTICUM

Abstract

The rapid advancement of artificial intelligence (AI) has influenced teacher education, yet the extent to which preservice TESL teachers integrate AI tools into practicum preparation remains underexplored in the Malaysian context. This study investigates the types and extent of AI tool use, as well as the effectiveness and challenges experienced by TESL preservice teachers in preparing for their practicum in Malaysian primary schools. A quantitative survey design was employed, using a structured questionnaire administered to preservice TESL teachers at an Institute of Teacher Education (ITE). The questionnaire consisted of four sections: demographic background, extent of AI tool usage, types of AI tools utilised, and the effectiveness and challenges of AI integration. Findings revealed that while most participants engaged with a variety of AI tools, ranging from language learning platforms to content generation applications, their depth of knowledge and application remained limited, particularly in specialised and advanced AI tools. Furthermore, participants acknowledged the usefulness of AI in lesson planning and material development but reported challenges such as lack of training, limited awareness of advanced AI functions, and concerns regarding more personalised tasks, such as grading and communication. These findings highlight the need for structured professional development, curriculum support, and responsible integration of AI into teacher education programs. The implications suggest that enhancing AI literacy among preservice teachers is essential to ensure effective, ethical, and sustainable use of AI in future teaching practice.