Abstract:

Based on prior technology acceptance research, the study employed the focus group interview method and investigated 11 pre-service English teachers’ acceptance of artificial intelligence-assisted English pronunciation training. Results from the thematic analysis suggest that this cohort of pre-service teachers held paradoxical views towards this approach. On one hand, they acknowledged its usefulness and ease of use; while on the other hand, they showed negative attitude and low intention to adopt this approach. The findings of this study are of practical value for preparing pre-service teachers for the incoming artificial intelligence era and optimizing the forms of language education in the new era.

Key words: artificial intelligence, pronunciation training, technology acceptance, thematic analysis, pre-service teachers