Speaker
Description
Africa, E. T. U. O. C. I. E. L. L. P. A. E. O. C. O. E. S. I.
Federal College of Education Ofeme Ohuhu, Umuahia, Abia State
kingsleyezeme1@gmail.com
Track: AI, Emerging Technologies and Future Learning
The emergence of generative artificial intelligence technologies has significantly transformed the landscape of teaching and learning across the globe. Among these innovations, ChatGPT has gained prominence as an interactive language-based tool capable of supporting writing, reading, research, communication, and independent learning. In teacher education institutions across Africa, where efforts are being made to prepare future educators for participation in a digitally driven knowledge economy, ChatGPT presents both new opportunities and complex challenges for English language learning. Despite its growing popularity among students, there remains limited empirical understanding of how prospective teachers perceive and utilize the technology within their academic environments. This paper investigates the perceptions and experiences of College of Education students regarding the use of ChatGPT in English language learning. Anchored on contemporary theories of technology acceptance and AI-assisted learning, the study explores students' awareness, patterns of use, perceived benefits, and concerns associated with the application of ChatGPT in language-related tasks. Particular attention is given to its role in enhancing writing skills, vocabulary development, grammar accuracy, reading comprehension, lesson preparation, academic research, and self-directed learning. The paper argues that ChatGPT offers considerable potential for improving access to personalized learning support, fostering learner autonomy, and strengthening digital engagement among future teachers. By providing immediate feedback and facilitating interactive learning experiences, the technology can contribute to the development of both linguistic competence and digital literacy—two essential skills for educators in the twenty-first century. However, the study also identifies critical concerns relating to academic dishonesty, overdependence on artificial intelligence, misinformation, data privacy, and the possible erosion of critical thinking and creative language production. The paper advocates for a balanced and ethically guided integration of ChatGPT into teacher education programmes. It recommends the development of institutional policies, AI literacy initiatives, and pedagogical frameworks that encourage responsible use while preserving academic integrity and authentic learning. The study concludes that the effective incorporation of ChatGPT into English language education can serve as a catalyst for bridging the digital divide and preparing future teachers to function effectively within emerging digital learning ecosystems across Africa.