This study examines how pre-service English as a foreign language (EFL) teachers engaged with ChatGPT during a 12-week teaching practicum, with particular attention to their use of the tool for pedagogical support and the critical dimensions of that engagement. Informed by the critical digital pedagogy, the study investigates participants’ attitudes toward generative AI, the pedagogical functions for which ChatGPT was employed, the clarity and elaboration of their prompts, and the perceived relevance of the responses generated. The data were drawn from focus group interviews, reflective essays, and screenshots of participant–ChatGPT interactions, and analysed thematically. Results indicate that while participants expressed generally positive attitudes and regularly used ChatGPT to support lesson planning and address classroom concerns, their interactions were often limited to single-turn prompts with minimal follow-up or critical interrogation. Although the responses were typically relevant and contextually appropriate, few participants evaluated the outputs beyond surface-level usefulness. These findings highlight the importance of integrating structured opportunities for critical engagement with AI into teacher education programs, thereby supporting the development of digital pedagogical literacy and reflective instructional decision-making in technology-mediated environments.
Korucu-Kış et al. (2026) studied this question.