This study examined whether artificial intelligence (AI)-mediated reflective dialogue could enhance reflective depth, empathic understanding, and classroom decision-making among pre-service English as a foreign language (EFL) teachers. Using a mixed-methods quasi-experimental design, 65 Iranian pre-service EFL teachers were assigned to an AI-mediated reflection group (n = 33) or a traditional written reflection group (n = 32). Over eight weeks, the experimental group engaged in weekly ChatGPT-supported reflective dialogues, while the control group completed conventional written reflections. Quantitative data were collected through measures of reflective depth, empathy, and classroom decision-making, and qualitative data were obtained from reflective journals and interviews. Results showed improvement in both groups; however, the AI-mediated group achieved significantly higher posttest scores and greater gains across all outcomes. Effect sizes indicated larger developmental changes following AI-supported reflection compared with traditional reflection. Qualitative findings revealed that AI-mediated dialogue encouraged deeper analysis of classroom experiences, consideration of learners’ perspectives, evaluation of alternative pedagogical responses, and awareness of ethical issues including authenticity, dependence, and privacy. Overall, the findings suggest that AI-mediated reflective dialogue can serve as a pedagogical scaffold that supports reflective, empathic, and decision-oriented teacher development while preserving teacher agency and professional judgment.
Namaziandost et al. (Wed,) studied this question.
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