AI-Driven Digital Storytelling: A Strategy for Creating English as a Foreign Language (EFL) Materials

Abstract

This study aimed to explore the intersection of Artificial Intelligence (AI) tools and digital storytelling in the context of English as a Foreign Language (EFL) education among pre-service teachers. Conducted with third-year college students enrolled in a teacher training program, the study focuses on three main objectives: assessing the participants' prior knowledge of AI tools for EFL material creation, examining their attitudes towards the use of AI in language education, and evaluating the impact of collaborative digital storytelling projects on their perspectives towards integrating AI tools in educational settings. Employing a mixed-methods approach, the study engaged a convenience sample of 115 pre-service teachers, utilizing both quantitative and qualitative research instruments such as a pre-post-test based on the Technology Acceptance Model (TAM) and class discussion. Quantitative data were analyzed using SPSS, while qualitative insights were derived through QDA Miner to ensure a comprehensive understanding of the participants' experiences and viewpoints. The findings reveal a notable gap in the pre-service teachers' prior knowledge of AI tools designed for educational purposes, indicating a limited exposure to or engagement with such technologies in their training. Despite this low level of familiarity, the study uncovers a predominantly positive attitude towards the adoption and integration of AI tools in language education. This positive disposition suggests an openness among future educators to explore and incorporate innovative technologies that can enhance teaching and learning experiences in EFL contexts. The research highlights how the practical experience of creating collaborative digital storytelling narratives using AI tools can positively influence pre-service teachers' attitudes towards technology integration. This shift in perspective underscores the potential of hands-on, project-based learning experiences to enrich teacher training programs by fostering a more receptive and adaptive mindset towards the use of emerging technologies in educational settings. The study underscores the importance of integrating AI and digital storytelling into teacher education curricula to better prepare pre-service teachers for the evolving demands of the digital age, advocating for a more informed, and innovative approach to EFL material development and teaching strategies.