doi: 10.18178/ijiet.2026.16.10.2715
AI Use during Teaching Practice: Pre-service English as a Foreign Language Teachers’ Perspectives
Bunga Ayu Wulandari1
,
Akhmad Habibi1,2,3,* ,
Cucuk Budiyanto4 ,
Hansein Arif Wijaya1 ,
Mohd Sofian Omar Fauzee5 ,
Turki Mesfer Alharmali6 ,
I Wayan Sumandya7 ,
Hamdy Abdullah3
- 1Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Jambi, Indonesia
- 2Graduate School of Education, Korea University, Seongbuk-gu, Seoul, South Korea
- 3Faculty of Business and Management, Universiti Sultan Zainal Abidin, Kuala Nerus, Terengganu, Malaysia
- 4Informatics Education Department, Universitas Sebelas Maret, Indonesia
- 5INTI International University, Nilai, Malaysia
- 6e-Learning Center and Department of Educational Sciences, College of Arts and Humanities, Jazan University, Jazan, Saudi Arabia
- 7Department of Mathematics Education, Faculty of Teacher Professional Education, Universitas PGRI Mahadewa Indonesia, Bali, Denpasar, Indonesia
- Manuscript receivedApril 1, 2026
- revisedMay 7, 2026
- acceptedMay 25, 2026
- publishedOctober 16, 2026
Abstract
Artificial Intelligence (AI) is rapidly advancing in education, making it vital to understand how pre-service teachers embrace AI tools, especially in resource-constrained English as a Foreign Language (EFL) contexts like Indonesia, where empirical studies on technology integration are still limited. This study examined the relationships between beliefs, knowledge, and the use of AI during teaching practice among Indonesian Pre-Service English as a Foreign Language Teachers (PSEFLTs). The Theory of Planned Behavior (TPB) was extended by the Technological Pedagogical and Content Knowledge (TPACK) framework. TPB consists of several variables, namely Subjective Norms (SN), Attitudes (AT), Perceived Behavioral Control (PBC), Intention to Use AI (IUAI), and Use of AI (UAI), which are the main components of the TPB extended by TPACK and Technological Pedagogical Knowledge (TPK). A survey instrument was adapted and validated using face and content validity, a content validity index, and a measurement model. The study employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the primary data (n = 773). We confirmed most hypotheses with satisfactory path coefficients, t-values, and p-values. PBC was the most significant factor affecting IUAI. UAI was primarily predicted by IUAI. Belief factors excelled knowledge factors in affecting IUAI and UAI. PSEFLTs are suggested to broaden their beliefs and knowledge to personalize learning and improve EFL instruction, and for teacher education programs to increase the program’s effectiveness and efficiency.
Keywords
- artificial intelligence
- English as a foreign language
- pre-service teachers
- Theory of Planned Behavior (TPB)
- Technological Pedagogical and Content Knowledge (TPACK)
How to Cite
Bunga Ayu Wulandari, Akhmad Habibi, Cucuk Budiyanto, Hansein Arif Wijaya, Mohd Sofian Omar Fauzee, Turki Mesfer Alharmali, I Wayan Sumandya, and Hamdy Abdullah, "AI Use during Teaching Practice: Pre-service English as a Foreign Language Teachers’ Perspectives," International Journal of Information and Education Technology, vol. 16, no. 10, pp. 2583-2591, 2026. https://doi.org/10.18178/ijiet.2026.16.10.2715
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).