Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 43 no. 4 (2025)

Language Pre-Service Teachers' Teaching Engagement and Experiences on ChatGPT Use in Academic Writing: Input to Instructional Strategies

Ner Jan Ramos | Jay Baylon

Discipline: Education

 

Abstract:

The study aimed to assess the language pre-service teachers' teaching engagement and experiences on ChatGPT used in academic writing as an input to instructional strategies. The research focused on the language preservice teachers' teaching engagement and experiences on ChatGPT use in academic writing input to instructional strategies. The respondents of the study were the language preservice teachers. Also, the respondents assessed the level of language pre-service teachers' teaching engagement on the use of ChatGPT in academic writing in terms of active participation, use of technology, classroom management, and lesson planning and preparation; and the level of language pre-service teachers' teaching experiences on the use of ChatGPT in academic writing in terms of lesson planning support, resource generation, assessment creation, and classroom management scenarios. The researcher used the non-probability sampling utilizing the purposive sampling technique in determining the respondents of the study. Moreover, the researcher utilized a modified instrument. Then, the data gathered were calculated, analyzed, and interpreted using the appropriate statistical tools. The findings revealed that the active involvement, technology utilization, classroom management, lesson planning and preparation were all high among language preservice teachers using ChatGPT to teach academic writing. In lesson planning, resource design, assessment creation, and classroom management, language pre-service teachers were well experienced in teaching academic writing using ChatGPT. Pre-service teachers' instructional engagement and experiences in teaching academic writing using ChatGPT are significantly correlated. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may develop lesson plans that incorporate ChatGPT activities, such as guided writing exercises and peer review sessions, to foster active engagement. Teachers may demonstrate how to ethically and effectively incorporate ChatGPT into academic writing practices, emphasizing critical evaluation of AI-generated content. Teachers may tailor ChatGPT activities to accommodate diverse learner needs, including support for language learners, students with different skill levels, and those requiring additional scaffolding. School Administrators may offer training sessions for preservice and in-service teachers on best practices for integrating ChatGPT into language instruction and academic writing. School administrators may establish clear policies and guidelines to promote responsible AI usage, protecting student data and promoting academic integrity. Students may utilize ChatGPT as a brainstorming partner, writing coach, and feedback provider to enhance your understanding and skills in academic writing.



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