EFL PRE-SERVICE TEACHERS' FEEDBACK ON THE USE OF A CUSTOM GPT IN LESSON PLANNING

Nhat Uyen Huynh; Thi Phuong Chi Le

doi:10.63506/jilc.1002.487

Authors

Nhat Uyen Huynh Author
Thi Phuong Chi Le Author

DOI:

https://doi.org/10.63506/jilc.1002.487

Keywords:

Custom GPTs; LessonMate; lesson planning; pre-service teachers

Abstract

Amid the rapid growth of AI integration in education, developing tailored AI systems has opened new opportunities to support teaching and learning. In that context, custom GPTs allow users to create their own chatbots to facilitate teaching activities. This study explores third-year EFL pre-service teachers’ feedback on LessonMate, a custom GPT designed to support lesson planning. Using a mixed-methods approach, data were collected from 100 students via a survey and semi-structured interviews with ten participants at a public university in central Vietnam. Findings showed that participants actively and flexibly used LessonMate for generating ideas, creating questions and quizzes, and designing teaching activities. The tool received high ratings for usefulness, ease of use, and performance, notably in improving the perceived effectiveness of lesson planning and saving time. The study highlights the importance of developing pre-service teachers’ AI literacy and critical engagement to effectively use customized AI tools in lesson planning.

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