Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching

Abstract

The rise of Artificial Intelligence in educational contexts has sparked both excitement and trepidation, highlighting the urgent need to investigate its implications, especially in English Language Teaching. In light of this context, this study aimed to find out how English language teachers perceive the pedagogical benefits and challenges posed by ChatGPT when incorporated into ELT and identify potential avenues for such digital innovations. Adopting a qualitative research design, data were purposively collected by distributing an open-ended questionnaire to 46 English language teachers from multiple countries. This sample was solicited via the academic and research platform ResearchGate, assuring a broad representation of academic ranks and teaching experience. Thematic analysis was used to unpack the rich textual responses. Findings revealed that, while teachers recognize ChatGPT's potential to facilitate personalized and dynamic learning interactions, they also harboured perceptible concerns regarding linguistic fidelity, potential overreliance on the tool, and the possibility of creativity suppression. In addition, the perceived limitations of the instrument in developing crucial language skills such as listening and speaking were highlighted. The data further emphasized the need for targeted professional development and agile curriculum adaptation to maximize the potential of ChatGPT and other AI tools. This research contributes to the burgeoning discourse on AI's interaction with ELT by incorporating a global perspective, making it invaluable for teachers, curriculum designers, and tech innovators. Limitations, recommendations and implications were provided.

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