Integrating ChatGPT into English Learning for Elementary Teacher Education Students: Learning Experiences, Benefits, and Challenges

Abstract

Generative artificial intelligence creates new opportunities for English learning among prospective elementary school teachers, yet its educational value depends on instructional design and users' ability to interact effectively with the technology. This study explored Elementary School Teacher Education students' experiences of using ChatGPT in English learning at Universitas Muhammadiyah Enrekang. A qualitative case study design was employed. Participants were 28 first-semester Class A students in the 2024/2025 academic year selected purposively. Learning took place in four face-to-face sessions from 7 to 28 October 2024, including vocabulary exploration on Daily Life and Environment and question-and-answer practice through ChatGPT's voice feature. Data were collected through semi-structured interviews, classroom observations, and documentation, then analyzed thematically using source triangulation and participant confirmation. The findings indicate positive learning experiences characterized by flexible access, rapid feedback, vocabulary development, and active engagement. All participants engaged in AI-supported activities, while 71.43% asked questions about how to use the technology. Major challenges involved internet connectivity, insufficiently specific prompts, and AI responses that were occasionally too general. The findings highlight the importance of AI literacy, lecturer guidance, and institutional infrastructure when integrating ChatGPT into elementary teacher education.