Although Global Englishes (GE) research continues to grow in English language teaching (ELT), the role of technology in enhancing GE awareness remains underexplored. Addressing this gap, the study investigates the potential of English as a lingua franca (ELF) interactions with artificial intelligence (AI) chatbots in raising GE awareness. Using a quasi-experimental design, 97 South Korean pre-service English teachers were divided into a control group (CG, n = 32) and two experimental groups (EG1, n = 31; EG2, n = 34) for 16-week teacher-training courses. The CG received no GE instruction, while EG1 conducted a presentation task and EG2 interacted with AI chatbots in 3D metaverse environments. We used a mixed-methods approach of pre- and post-test surveys and interviews. ANCOVA results for survey data showed that both tasks had positive effects on all facets of GE awareness (e.g., acceptance of one's local English, acceptance of other Englishes, native-speakerism, ELF confidence and intention, and willingness to incorporate GELT into teaching), with the AI chatbot task exerting a stronger effect on ELF confidence and intention. For practical implications, the findings outlined pedagogical strategies for integrating GELT into computer-assisted (CA) language learning. Theoretically, we proposed the CA-GELT approach for future research in the era of generative AI technology.

中文翻译：

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利用技术增强职前教师的全球英语意识：关注 3D 元宇宙环境中的人工智能聊天机器人

尽管全球英语 (GE) 研究在英语语言教学 (ELT) 领域不断发展，但技术在提高 GE 意识方面的作用仍未得到充分探索。为了解决这一差距，该研究调查了英语作为通用语言 (ELF) 与人工智能 (AI) 聊天机器人互动在提高 GE 认知度方面的潜力。采用准实验设计，将 97 名韩国职前英语教师分为对照组（CG，n  = 32）和两个实验组（EG1，n  = 31；EG2，n  = 34），进行 16 周的教师教学-训练课程。CG 没有收到 GE 指令，而 EG1 执行演示任务，EG2 在 3D 元宇宙环境中与 AI 聊天机器人交互。我们采用了测试前和测试后调查以及访谈的混合方法。调查数据的 ANCOVA 结果表明，这两项任务对 GE 意识的各个方面都有积极影响（例如，接受当地英语、接受其他英语、母语、ELF 信心和意图以及将 GELT 纳入教学的意愿）， AI 聊天机器人任务对 ELF 信心和意图产生更强的影响。就实际意义而言，研究结果概述了将 GELT 融入计算机辅助 (CA) 语言学习的教学策略。理论上，我们为生成人工智能技术时代的未来研究提出了CA-GELT方法。