This study explored Omani pre-service English language teachers’ perspectives regarding Artificial Intelligence (AI), namely ChatGPT 3.5, for second language acquisition (SLA) or foreign language learning (FLL). The participants were enrolled in a language acquisition course as part of a TEFL BA program at a government university in Oman. With AI technologies becoming an integral part of language teaching and learning, it was considered important to examine the perceptions of pre-service teachers of English regarding AI affordances in this area. The research employed a self-report questionnaire of 44 Omani young EFL pre-service teachers’ experiences with AI-based language learning tools, also comparing these tools’ affordances for their prospective students. Sampling was convenience and purposive, quantitative analyses were performed on the discrete-questionnaire items, and the qualitative data was inductively analysed using NVivo 15.

The findings revealed divided opinion regarding AI’s potential for language acquisition or learning, shedding light on key debates on SLA, regarding language learning and acquisition. The respondents reported that AI tools significantly enhanced the provision of comprehensible input by offering context-rich interactions and individualized content. Many participants also reported that AI platforms effectively exposed them to a range of authentic language forms and structures, accelerating their understanding of English. In terms of interaction, the study found that AI-powered chatbots provided meaningful opportunities for simulated dialogues, fostering greater fluency and confidence in using English. Regarding feedback, the respondents appreciated AI-based tools for their immediate, personalized error correction, and a valuable resource for self-directed learning. At the same time, participants also noted limitations in AI's ability in relation to input and interaction for them and, in the future, for their students. These findings have implications for conceptualizing English language education in the AI era, suggesting a balanced approach that combines emerging technologies such as AI with traditional pedagogical methods to strengthen pre-service teacher support and maximize rather than polarize learner language learning and acquisition.

Keywords: Language teacher education, SLA, learning, emerging technologies, AI.