Attitudes toward artificial intelligence in learning english for chemistry: the case of teacher trainees of experimental sciences education

Document Type : Original research

Authors

1 Department of English Language Teaching, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Department of Computer Engineering, Nişantaşı University, Istanbul, Turkey

3 Department of English Language, Electronic Branch, Islamic Azad University, Tehran, Iran

Abstract

Background and Objective: The rapid developments in Artificial Intelligence (AI) have generated significant interest among educators regarding its potential utility in language instruction, especially in English for Specific Purposes (ESP). This study explores the attitudes of teacher trainees in experimental sciences education toward AI’s role in learning English for chemistry, focusing on opportunities, challenges, and ethical considerations.
Materials and Methods: The participants included 25 female teacher trainees at Farhangian University (Tabriz, Iran), selected through convenience sampling. Data were collected via a researcher-made validated questionnaire featuring 16 Yes/No items and one open-ended question, assessing perceptions of AI features, benefits, obstacles, and ethical issues. Data analysis involved descriptive statistics, frequency counts, and thematic analysis of qualitative responses.
Findings: Results revealed a largely optimistic view of AI’s potential (82% positive attitude), particularly through personalized learning (88%) and interactive activities. Crucially, frequent AI users reported significantly higher satisfaction (82%) than infrequent users (36%). However, concerns about data security (60%), privacy, equal access (68%), and reduced human interaction (40%) were prominent. Participants emphasized the need for localized AI content and training workshops.
Conclusion: Despite limitations related to sample size, findings suggest that strategic and ethical AI integration-coupled with infrastructure support and teacher training-can enhance instructional quality. Incorporating AI literacy and ethical guidelines into teacher training programs is essential. Future research should address long-term impacts and wider stakeholder perspectives.

Keywords

References

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Research in Chemistry Education
Volume 8, Issue 3 - Serial Number 31
September 2026
Pages 71-90

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