INVESTIGATING EFL PRESERVICE TEACHERS' PERCEIVED USEFULNESS, PERCEIVED EASE OF USE AND SELF-EFFICACY IN USING AI IN TEACHING WRITING SKILLS
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Abstract
The aim of this study was to investigate the levels of English as a foreign language (EFL) preservice teachers’
perceived usefulness, perceived ease of use, and self-efficacy in using AI in teaching writing skills. The
research was conducted using quantitative methods and the research design used was a survey design. The
objects of this research are perceived usefulness, perceived ease of use, and self-efficacy. The survey was
sent to 500 respondents and only 304 respondents returned the questionnaires. The instruments of this
research consist of perceived usefulness which consists of eight items, perceived ease of use which consists
of eight items and self efficacy which consists of eight items. Data was collected using a questionnaire in the
form of a Google form and then analyzed using descriptive statistics. The results showed that EFL preservice
teachers have good levels of perceived usefulness, perceived ease of use, and self-efficacy in using AI in
teaching writing skills. It can be concluded that these EFL preservice teachers are ready to teach writing
using AI since they have good levels of the aforementioned variables
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