Pre-Service EFL Primary Teachers Adopting GenAI-Powered Game-Based Instruction: A Practicum Intervention
Raimkulova A. Ybyraimzhanov K. Halmatov M. Mailybayeva G. Khaimuldanov Y.
October 2025Multidisciplinary Digital Publishing Institute (MDPI)
Education Sciences
2025#15Issue 10
The rapid proliferation of generative artificial intelligence (GenAI) in educational settings has created unprecedented opportunities for language instruction, yet empirical evidence regarding its efficacy in primary-level English as a Foreign Language contexts remains scarce, particularly concerning pre-service teachers’ implementation experiences during formative practicum periods. This investigation, conducted in a public school in a non-Anglophone country during the Spring of 2025, examined the impact of GenAI-driven gamified activities on elementary pupils’ English language competencies while exploring novice educators’ professional development trajectories through a mixed-methods quasi-experimental approach with comparison groups. Four third-grade classes (n = 119 individuals aged 8–9) in a public school were assigned to either ChatGPT-mediated voice-interaction games (n = 58) or conventional non-digital activities (n = 61) across six 45 min lessons spanning three weeks, with four female student-teachers serving as instructors during their culminating practicum. Quantitative assessments of grammar, listening comprehension, and pronunciation occurred at baseline, post-intervention, and one-month follow-up intervals, while reflective journals captured instructors’ evolving perceptions. Linear mixed-effects modeling revealed differential outcomes across linguistic domains: pronunciation demonstrated substantial advantages for GenAI-assisted learners at both immediate and delayed assessments, listening comprehension showed moderate benefits with superior overall performance in the experimental condition, while grammar improvements remained statistically equivalent between groups. Thematic analysis uncovered pre-service teachers’ progression from technical preoccupations toward sophisticated pedagogical reconceptualization, identifying connectivity challenges and assessment complexities as primary barriers alongside reduced performance anxiety and individualized pacing as key facilitators. These findings suggest selective efficacy of GenAI across language skills while highlighting the transformative potential and implementation challenges inherent in technology-enhanced elementary language education.
elementary education , generative artificial intelligence , grammar , L2 education , listening comprehension , pronunciation , student-teachers
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Department of Pedagogy and Psychology, Zhetysu University, Taldykorgan, 040009, Kazakhstan
Department of Child Development, Bilecik Şeyh Edebali University, Bilecik, 11000, Turkey
Department of Pedagogy and Psychology
Department of Child Development
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