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TRUVACE RECORD VERSION
record: TRV-2026-2378
version: 1
kind: certified
reason: Certified into the record
timestamp: 2026-11-05T06:02:13.964874Z
status: published
lens: trace
sector: education
headline: Generative artificial intelligence and the development of English oral skills: perceptions of pre-service English language teachers
dek: This study explored the perceptions of future English teachers regarding 
the use of generative artificial intelligence [GAI], using ChatGPT and 
Gemini Flash as tools to support the development of oral English skills. 
The objective was to document and analyze the students’ experiences 
with an interaction that incorporated guided conversations, role-playing, 
and pronunciation training. An exploratory-descriptive qualitative 
approach was adopted, involving 21 B1-level students from the Escuela 
Normal de Atla…
gain_title: Interviewed trainee English teachers at one Mexican teacher college said ChatGPT and Gemini Flash gave them instant, personalised feedback and let them practise speaking nearly every day on their phones instead of only in class.
problem_title: The same trainees said unequal device capabilities and weak home internet limited use, and that chatbot conversation felt flat, formal and unlike how native speakers actually talk.
trace_subject: ChatGPT and Gemini Flash for English speaking practice among trainee teachers at Escuela Normal de Atlacomulco
gain_reading: Interviewed trainee English teachers at one Mexican teacher college said ChatGPT and Gemini Flash gave them instant, personalised feedback and let them practise speaking nearly every day on their phones instead of only in class.
gain_evidence: The most frequently identified benefit was receiving instant, personalised feedback. | Now I could practise practically every day on my mobile
problem_reading: The same trainees said unequal device capabilities and weak home internet limited use, and that chatbot conversation felt flat, formal and unlike how native speakers actually talk.
problem_evidence: unequal access to devices, given that the capabilities of mobile devices in particular vary widely | The conversation feels strange as it’s very flat and lacks emotion
quick_read: Researchers at the Escuela Normal de Atlacomulco in Mexico ran a structured intervention in the 2025–2026 academic year with 21 B1-level students in an English teaching degree. Students used ChatGPT and Gemini Flash for guided conversations, role-plays and pronunciation practice, and 8 were interviewed about their experience. They described instant, personalised feedback and more speaking practice outside class.

The perceptions matter because speaking is often the least prioritised language skill, with limited class time and few chances to talk outside lessons. About half of participants spent three to five days a week on 15 to 20 minutes of chatbot practice beyond what the teacher set, and none was classed as a low user.

The results are self-reported and come from one small group. Students also flagged uneven device capability, poor connectivity for a couple of them, and chatbot talk that felt mechanical, formal and unlike native speech. The authors say no pre- and post-intervention measure of oral skill was taken, so improvement in speaking is not shown.
limitation: The study is a small qualitative sample from one college based on self-reported perceptions, and the authors say it has limitations that make findings difficult to generalise and that no before and after measures of oral expression were used.
tag: Dual reading
key_points: The study involved 21 B1-level students in an English teaching programme, with 8 purposively selected for semi-structured interviews lasting 20 to 30 minutes. | The intervention ran six hours of interaction per week over three days a week, using three prompt types: guided conversations, role-plays and pronunciation training. | Roughly half of participants were high users, spending three to five days a week for 15 to 20 minutes on a chatbot; the other half used it one or two days a week when asked. | Role-plays and guided conversations were the most frequent activities, while pronunciation training was the least frequent. | Before the study, no student had used generative AI to practise oral English, though all had used at least one of the two tools. | Reported benefits included instant personalised feedback, higher oral fluency, greater motivation and less embarrassment about making mistakes. | Limitations included uneven mobile device capabilities and poor internet for some; more than half of students had mobile data plans, and a couple reported very weak signal at home. | All but one participant wanted to use such tools in future teaching; one doubted their use in rural or marginalised contexts.
rundown: The study used an exploratory-descriptive qualitative design at one teacher-training college. The teacher-researcher wrote prompts so the chatbots would converse at a similar level, correct errors with brief explanations, play roles such as employer, waiter or travel agent, and list words for pronunciation practice. ChatGPT and Gemini Flash were chosen because most students had a Google account and could install ChatGPT easily.

Interviews covered five dimensions: previous experience, use for oral skills, perceived benefits, limitations and teacher training. Participants were chosen by usage level, gender and academic performance, and were recorded, transcribed and coded P1 to P8. One participant said she usually scores low in the speaking section of exams and could now practise nearly every day.

Students reported being less embarrassed to make mistakes, and one shy participant said the chatbot helped her let go of inhibitions. They also said the AI stayed rigidly on its instructions, used formal English, rarely used informal expressions and did not link sounds like native speakers.

The authors conclude chatbots are a promising complement but cannot replace teachers or human interaction, and recommend contextualised, structured use. They recommend mixed-methods designs with before and after measures of oral expression in future research.
sources:
- peer_reviewed | Revista de Tecnología y Educación | https://doi.org/10.35429/jtae.2026.10.22.2.1.8 | 2026-12-30
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