The impact of generative AI tools on language teaching and learning: investigating prospective teachers’ self-directed learning

The proliferation of generative Artificial Intelligence (GenAI) tools presents transformative opportunities for language teaching and learning, precipitating the development of dynamic teaching materials. This study explores the self-directed learning (SDL) potentials of 12 EFL (English-as-a-foreign language) prospective teachers in integrating various GenAI tools to create digital English-teaching storybooks. Challenges and their overcoming strategies in developing personalised instructional materials are also recorded. Results showed that SDL strategies such as planning, management, evaluation and feedback helped the teachers learn to use GenAI tools. Although these prospective teachers’ self-efficacies are influenced by technical difficulties, the support of the instructor and peers empowers them. The study underscores the critical role of AI literacy for preservice English teachers in creating instructional materials. Furthermore, it offers course guidance and pedagogical designs to enhance learners’ SDL in acquiring this competence. Finally, this study provides pedagogical and theoretical implications and recommendations for future practice and research.