The development of AI tools like ChatGPT has brought new chances for improving language learning, especially in teaching writing. Although many researchers have studied how students use ChatGPT, little attention has been given to how pre-service EFL (English as a Foreign Language) teachers view and use this tool in real classrooms. This study focuses on two main goals: (1) to find out how pre-service EFL teachers perceive the use of ChatGPT in writing instruction, and (2) to explore how ChatGPT supports them during writing lessons in their teaching practicum. The study used a narrative inquiry approach and collected data from three pre-service teachers through questionnaires, interviews, narrative frames, and teaching materials. The results, based on Walgito’s (2010) perception theory—cognitive, affective, and conative—showed that ChatGPT helped the teachers better understand writing instruction, made them feel more motivated and confident, and encouraged them to reflect on their teaching. ChatGPT was especially useful in five writing areas: grammar, content, vocabulary, mechanics, and organization. However, some challenges were also found, such as too much dependence on ChatGPT, less critical thinking during lesson planning, and doubts about whether the responses from ChatGPT were always accurate or suitable. These issues show that teachers need proper guidance in using AI tools. In conclusion, ChatGPT can be a helpful tool for pre-service teachers, improving both their teaching skills and classroom performance. The study suggests that teacher education programs should include AI training to help teachers use technology wisely and effectively
