Abstract

English proficiency is crucial for pre-service elementary teachers to meet global educational demands. However, many faces significant challenges in mastering English, particularly in their early semesters. This study explores the challenges faced by second-semester pre-service elementary teachers in learning English and examines their use of artificial intelligence (AI) tools to address these difficulties. Data were collected through an open-ended questionnaire administered to a class at a private university in Indonesia. The findings highlight key obstacles, including limited vocabulary, difficulties with pronunciation, and low confidence in spoken communication. To overcome these barriers, participants adopt self-directed strategies, such as peer collaboration, extensive reading, and the use of AI tools, including chatbots and language-learning applications, to enhance writing and speaking skills. This study underscores the transformative potential of AI in bridging learning gaps, fostering learner autonomy, and improving language proficiency. It offers insights for educators and policymakers to design targeted support and innovative teaching strategies tailored to the needs of pre-service elementary teachers, ultimately enhancing their preparedness for professional roles.