From Local Stories to Global English: A Qualitative Study of Pre-Service English Teachers’ Experiences with AI-Assisted Gamified ELT in a Teaching English to Young Learners Course

Abstract

This qualitative study explores pre-service English teachers’ experiences with AI-assisted gamified English Language Teaching (ELT) practices within a Teaching English to Young Learners (TEYL) course. Grounded in a glocal pedagogical perspective, the study examines how artificial intelligence and gamification mediate teacher learning, pedagogical decision-making, and cultural meaning-making in early language education. The participants consisted of pre-service English teachers enrolled in a TEYL course at a university-level teacher education program. Data were collected through semi-structured interviews, reflective journals, and analysis of digital teaching artefacts. Thematic analysis revealed four main themes: enhanced pedagogical engagement through gamified AI tools, emerging understandings of glocalized ELT practices, evolving professional identities as future TEYL teachers, and critical reflections on the affordances and challenges of AI integration. The findings suggest that AI-assisted gamification not only supports active and culturally responsive learning environments but also fosters pre-service teachers’ reflective and adaptive pedagogical competencies. The study contributes to the growing literature on AI-enhanced teacher education by highlighting the importance of contextualised, experience-based learning in preparing future English teachers to work with young learners in digitally mediated classrooms.