EFL Pre-Service Teachers’ Self-Efficacy in the Age of AI: Empowerment or Displacement in ELT?

Artificial intelligence (AI) has become increasingly prominent in English as a Foreign Language (EFL) education. However, research on EFL pre-service teachers self-efficacy with AI usage is scarce. The study can provide insights into how pre-service teachers can be empowered rather than threatened by AI. This research aimed to investigate how AI-powered tools influence English teachers’ self-efficacy, and examine whether AI empowers teachers by enhancing their teaching abilities or raises concern, focusing on 43 EFL pre-service teachers from a Rajabhat University in Thailand, selected though purposive sampling. Employing a mixed-method, the study utilized questionnaires, and semi-structured interviews.

The findings revealed that there is a statistically significant correlation between AI usage and teachers’ self-efficacy at the .05 level (r = 0.71), indicating a strong positive relationship. This suggests that teachers who integrate AI tools into their instructional practices tend to have higher confidence in their teaching abilities. Qualitative data further supported these findings, highlighting that AI-assisted lesson planning, adaptive learning tools, and AI-powered assessments contribute to increased self-efficacy by reducing workload and enhancing classroom engagement. However, some concerns were raised regarding AI dependence and the need for further training.

Qualitative findings from interviews reinforce these insights, as teachers report both enhanced instructional strategies and concerns regarding AI’s role in the future of ELT. The study concludes that AI, when integrated effectively, can empower pre-service teachers, fostering confidence and professional growth. However, institutional support and targeted AI training are essential to mitigate concerns and ensure AI serves as an enhancement rather than a replacement in ELT.