Exploring AI-based Collaborative Reflective Practice in Light of ChatGPT: Insights from EFL Preservice Teachers

Document Type : Original Article

Authors

1 Ph.D. Candidate in Applied Linguistics, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran

2 Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran

10.22077/ali.2025.9022.1108

Abstract

Few studies have explored how English-as-a-foreign-language (EFL) preservice teachers can do collaborative reflective practice (CRP) to enhance their knowledge and skills, using artificial intelligence (AI) tools. The main purpose of this study, adopting a basic interpretive qualitative design, is to investigate how CRP can be implemented with ChatGPT to develop preservice EFL teachers professionally. After selecting the participants through a purposive sampling procedure and exploring the perspectives of eight preservice EFL teachers and two teacher educators through narratives, interviews, observations, and group discussions, the data were analyzed through thematic analysis. The results of data analysis showed that employing CRP implemented in ChatGPT has the potential to provide several benefits, including the ability to contemplate new experiences, connect theory and practice, acquire knowledge and expertise, become critical and autonomous, embrace challenges and opportunities, improve professionally, socially, and emotionally, regulate emotions and thoughts, and foster creativity. Furthermore, the use of ChatGPT in CRP can function as a virtual mentor and collaborator to engage with preservice teachers, find problems and resolve issues, and enhance professional growth. The findings of the present study may carry implications for teacher educators and policy makers to enhance social and reflective practices as they integrate AI into teacher education programs to enhance preservice teachers’ cognitive and social functioning.

Keywords

References

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Applied Linguistics Inquiry
Volume 3, Issue 1
March 2025
Pages 31-43

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History

  • Receive Date: 27 November 2024
  • Revise Date: 11 December 2024
  • Accept Date: 30 January 2025

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