The role of artificial intelligence in language teacher education: EFL learners’ views on the concept of “ChatGPT” through metaphorical analysis

Abstract

The aim of this research was to determine the metaphorical perceptions of EFL learners towards the concept of ChatGPT considering gender, department, and year of study variables. The study group included undergraduate students who were enrolled in the Departments of English Language Teaching (ELT) and English Language and Literature (ELL) at a state university in the 2022–2023 academic year. A total of 105 EFL learners participated in the research. The phenomenology pattern, a qualitative research approach, was applied in this study to investigate participants' metaphorical interpretations of “ChatGPT”. An elicitation sheet for metaphors that included the phrase “ChatGPT is (like) … because …” was used as a data collection tool. The naming/labeling, sorting, categorizing, calculating the inter-rater reliability ratio, and quantitative data analysis were the steps included in the data analysis process. The results of this study showed that most participants used positive metaphors to describe ChatGPT. Furthermore, the findings of this research also showed that not gender and year of study variables but department variable made a significant effect on the comparison of the ChatGPT categories.

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