From Chalk to Chatbots: Pre-Service Primary Teachers’ Perceptions of Gemini for EFL Pronunciation Practice

This study examines pre-service teachers’ perspectives on the use of artificial intelligence (AI) tools, specifically Gemini, to support English pronunciation practice in English as a Foreign Language (EFL). Conducted as perception-based exploratory research, the study involved 54 students in Primary Education at the University of Valencia. Participants identified words they found difficult to pronounce in English, practised them with the chatbot for a week, and then reflected on their experience using it. A thematic analysis of participants’ perceptions was conducted to provide deeper insight into their experiences and perceived pronunciation difficulties. Data were first analysed quantitatively to identify patterns in participants’ challenging words. The supporting arguments for why these were perceived as challenging were examined qualitatively to establish different dimensions, including academic, personal, and linguistic difficulties. Finally, participants’ general opinion of the experience was examined first quantitatively to categorise positive and negative opinions and then qualitatively to extract deeper information contributing to the emerging patterns. Since the study did not measure objective pronunciation gains and focused only on participants’ perceptions and experiences, the findings suggest that participants held positive views of their experience with the chatbot, particularly regarding pronunciation awareness, motivation, convenience, and opportunities for self-reflection. In conclusion, this research could contribute to the development of more innovative and pragmatic approaches in teacher training programs.