Engaging with Human and AI-Authored Stories: Views of Trainee Language Teachers
Engaging with Human and AI-Authored Stories: Views of Trainee Language Teachers

Summary/Abstract: The linguistic output evolvement of artificial intelligence (AI) tools and its implications for the pedagogical practice in language education merit detailed attention. There has been research on AI-generated texts in adult education but the potential of such texts for engaging young learners’ interest needs further exploration. The present study aims at responding to this existing research gap. A survey questionnaire and two narratives were used in order to test the extent to which 210 trainee language teachers perceive AI-generated and human-authored stories as engaging for young learners and, thus, promoting situational interest. It also tested the relations between participants’ language proficiency levels, skills to use AI tools and teaching competence. Findings revealed that future teachers have acquired in varying degrees the ability to identify the potential of narratives to engage young language learners. Their skills in using AI tools were correlated to their preferences for a particular type of text.

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