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Bridging technology and pedagogy from a global lens: Teachers’ perspectives


on integrating ChatGPT in English language teaching

Article · March 2024


DOI: 10.1016/j.caeai.2024.100218

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Computers and Education: Artificial Intelligence 6 (2024) 100218

Contents lists available at ScienceDirect

Computers and Education: Artificial Intelligence


journal homepage: www.sciencedirect.com/journal/computers-and-education-artificial-intelligence

Bridging technology and pedagogy from a global lens: Teachers’


perspectives on integrating ChatGPT in English language teaching
Mohammad H. Al-khresheh
Department of Languages and Translation, College of Humanities and Social Sciences, Northern Border University, Arar, Saudi Arabia

A R T I C L E I N F O A B S T R A C T

Keywords: The rise of Artificial Intelligence in educational contexts has sparked both excitement and trepidation, high­
Artificial intelligence lighting the urgent need to investigate its implications, especially in English Language Teaching. In light of this
ChatGPT context, this study aimed to find out how English language teachers perceive the pedagogical benefits and
Curriculum adaptation
challenges posed by ChatGPT when incorporated into ELT and identify potential avenues for such digital in­
Digital innovations
Teachers’ perceptions
novations. Adopting a qualitative research design, data were purposively collected by distributing an open-ended
English language teaching questionnaire to 46 English language teachers from multiple countries. This sample was solicited via the aca­
Technology in education demic 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 possi­
bility 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 tar­
geted 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.

1. Introduction While ChatGPT’s technical capabilities are well-documented, its


practical assimilation into ELT from a global perspective remains un­
Education is undergoing a transformational transition in the 21st- known. As frontline users and pedagogical decision-makers, teachers
century dynamic environment, with technology playing a central role. possess invaluable insight into the prospective benefits, challenges, and
English Language Teaching (ELT) is no exception. While ELT has a long nuances of implementing ChatGPT. Nonetheless, their perspectives,
history of pedagogical practices, incorporating emergent technologies particularly those from diverse international origins, remain under­
such as conversational Artificial Intelligence (AI) presents unprece­ studied. This oversight poses a severe problem, as understanding these
dented opportunities and inherent difficulties. perspectives is essential for the meaningful and widespread adoption of
ChatGPT, OpenAI’s sophisticated conversational AI model, has been ChatGPT in ELT. This research seeks to bridge the gap by exploring the
hailed by many as a potential paradigm-shifting tool for language in­ opportunities, challenges, and pedagogical implications of integrating
struction. Its promise lies in its ability to mimic human-like conversa­ ChatGPT into conventional ELT environments. Leveraging the perspec­
tions, provide instantaneous linguistic feedback, and adapt to learners tives and experiences of educators from various global contexts, the
with varying proficiency levels (Baskara, 2023; Rahman & Watanobe, study aims to chart a path forward for ELT, one that synergizes tradi­
2023). Nevertheless, every innovation raises several concerns. How tional pedagogical methods with the latest technological advancements.
easily can this technology be incorporated into conventional ELT In pursuit of this primary aim, the study examined the following
classrooms? What are the positive and negative implications for edu­ research questions.
cation? How do teachers perceive this integration as necessary, partic­
ularly those from diverse global contexts with varying technological
aptitudes and pedagogical traditions?

E-mail address: [email protected].

https://doi.org/10.1016/j.caeai.2024.100218
Received 17 December 2023; Received in revised form 15 March 2024; Accepted 18 March 2024
Available online 19 March 2024
2666-920X/© 2024 The Author. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
M.H. Al-khresheh Computers and Education: Artificial Intelligence 6 (2024) 100218

1. In diverse global educational contexts, how do English language example of a chatbot that distinguishes itself from simple chatbots
teachers perceive the pedagogical opportunities afforded by incor­ through its profound ability to discern context, sustain coherent di­
porating ChatGPT into their instructional methodologies? alogues, and fine-tune its responses to the complexities of user in­
2. What specific challenges emerge as salient when teachers attempt to teractions. ChatGPT is an invaluable asset in ELT because it can tailor
integrate ChatGPT into ELT? interactions to the learner’s requirements, create realistic conversa­
3. How do teachers envision the future trajectory of ELT in the context tional experiences, and provide immediate feedback based on sound
of advancements in tools like ChatGPT, and what pedagogical ad­ pedagogical principles. As a result, it ushers in a new era in which
aptations do they anticipate will be necessary? technology improves language learning by combining authenticity,
adaptability, and accessibility (Bin-Hady et al., 2023).
2. Literature review There are many moving parts in ELT, and integrating a ground­
breaking technology like this can be difficult. On the one hand, ChatGPT
The discipline of ELT is ever-changing, particularly in light of has the potential to increase learner engagement, offer personalized
accelerated technological advancements (Udoh, 2023). Historically, ELT learning paths, and possibly accelerate language learning (Baskara,
methodologies were firmly rooted in traditional classroom settings, 2023). On the other hand, its incorporation presents pedagogical, cul­
where direct instruction, structured curricula, and face-to-face in­ tural, and logistical difficulties (Agustini, 2023). How can ChatGPT’s
teractions served as the pedagogical foundation (Alkhudiry, 2022; Hsu capabilities be aligned with established curricula? What training do
et al., 2023; Long, 2017; Orak & Al-khresheh, 2021). However, the teachers need to utilize this tool effectively? How is ChatGPT perceived
advent of the digital age prompted a paradigm shift in ELT approaches and implemented in a global ELT landscape characterized by diverse
(Anggeraini, 2020; Tomlinson, 2014). pedagogical traditions, infrastructure realities, and cultural contexts?
As computers and the internet proliferated in the late 20th century, Understanding the viewpoints of ELT teachers is crucial for
ELT capitalized on their potential (Jeong, 2023). Incorporating multi­ answering the complex challenges raised by AI’s rapid development,
media resources, such as audiovisual aids, altered the sensory experi­ especially with the advent of tools like ChatGPT in pedagogical spheres.
ence of language learning. Computer-Assisted Language Learning At this unique intersection, teachers from diverse global contexts are
became a cornerstone by providing learners with interactive platforms poised to influence ChatGPT’s role in the future of language education
beyond the confines of textbooks and classroom walls (Mrah & Tizaoui, with their insights. As the discourse on these transformative pedagogical
2018). practices intensifies, it becomes paramount to understand the arguments
At the turn of the century, the digital transformation of ELT accel­ and implications of ChatGPT within the broader precincts of ELT. Recent
erated significantly. The emergence of e-learning platforms increased studies (Eysenbach, 2023; Hong, 2023; Kasneci et al., 2023) have
access to high-quality English language resources and instruction highlighted ChatGPT’s potential as a transformative instrument in ELT,
worldwide (Jeong, 2023). Multiple applications simultaneously revo­ highlighting its capacity to simulate nuanced conversational scenarios
lutionized language education by providing personalized, gamified, and and provide immediate, context-sensitive feedback. ChatGPT’s techno­
adaptable learning environments (Livoreka, 2019). Likewise, collabo­ logical prowess is undeniable; however, its integration into diverse
ration took on a new dimension. Digital platforms enabled students from classroom settings poses many pedagogical and logistical concerns.
disparate locations to participate in collaborative projects, discussions, From an instructional design perspective, the difficulty is not simply in
and cultural exchanges, thereby nurturing a global learning community. using ChatGPT as an interactive tool but in matching its features to
These collaborative tools altered the dynamics of ELT group duties, predetermined pedagogical principles and student outcomes. According
projects, and peer interactions. Recent advances in personalized edu­ to Ali et al. (2023), seamless integration of AI tools such as ChatGPT
cation have been facilitated by introducing adaptive learning systems. requires rethinking traditional ELT paradigms, requiring teachers to
These systems can use algorithms and data analytics to curate content balance technology-driven interaction and pedagogical purpose.
tailored to individual learners’ proficiency levels, learning styles, and The intricate interaction between ChatGPT and ELT creates a land­
tempo (Alshammary & Alhalafawy, 2023). scape rife with opportunities and complexities. As the momentum for
At this transformative juncture, it is impossible to deny the emer­ integrating ChatGPT into ELT continues to build, the narrative is col­
gence and sophistication of advanced AI tools in education (Yang, oured by both optimism and prudence. Koraishi (2023) casts light on
2023). According to Kamalov et al. (2023), AI can transform educational ChatGPT’s conversational simulations’ profound depth. It is not simply a
paradigms by transforming traditional methods and personalizing matter of navigating the grammatical complexities of a language but
learning experiences. ELT has always been receptive to technological also of immersing oneself in authentic linguistic experiences that mirror
innovation (Rusmiyanto et al., 2023). AI tools with deep learning ca­ fundamental human interactions. To chart a well-informed course for­
pabilities have the potential to reshape ELT by providing capabilities ward for ELT, it is essential to base our understanding on teachers’
that surpass those of traditional pedagogical tools, such as custom­ empirical insights and perceptions. This reveals the potential of
ization, scalability, and interactivity (Hsu et al., 2023). However, as with cutting-edge technology and ensures compatibility with fundamental
all revolutionary innovations, they introduce new pedagogical consid­ pedagogical principles.
erations and challenges. The practical and pedagogically sound use of One of the most compelling manifestations of the transformative
technology in the classroom is just as important as having access to it, as potential of ChatGPT in ELT is the model’s capacity to provide imme­
pointed out by Holmes et al. (2023). Understanding the perceptions and diate, contextual feedback. As Moqbel and Al-Kadi (2023) emphasize,
experiences of teachers, particularly those navigating diverse global this is not just about rectifying errors in real-time; it is also about
contexts, becomes crucial. providing learners with a reflection of their linguistic thought processes,
Emerging advances in AI are on the cusp of dramatically altering the enabling them to comprehend nuances, context, and the complexities of
complex nature of linguistic instruction, interlaced with varied patterns language dynamics. Ali et al. (2023) elaborated on this by highlighting
and cultural overtones. Natural Language Processing, a crucial subset of how such feedback mechanisms can substantially improve cognitive
AI, has produced models capable of comprehending and generating retention, particularly when they are contextually aligned with the
language with remarkable contextual relevance (Liu et al., 2023, p. 521; learners’ immediate conversational context. The immediate feedback
Maicher et al., 2022). Grassini (2023) cites OpenAI’s ChatGPT as a prime cycle reinforces language structures and boosts learners’ confidence,

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M.H. Al-khresheh Computers and Education: Artificial Intelligence 6 (2024) 100218

allowing them to participate more actively in language interactions and Fitria (2023) investigated ChatGPT’s proficiency in composing En­
expediting their path to linguistic proficiency. glish essays to emphasize its capabilities further. The study revealed
ChatGPT emerges as a beacon of promise at the forefront of ChatGPT’s accessibility, responsiveness, and proficiency in producing
personalization in ELT. Personalization in language instruction is not essays that adhere to linguistic norms, structures, and tenses. Fitria
just a modern pedagogical trend but a necessity resulting from the raised concerns about the grammatical integrity of ChatGPT’s outputs,
overwhelming diversity of learner backgrounds, abilities, and goals. indicating the need for additional scrutiny.
Traditional ELT methods frequently struggle to accommodate this di­ The broader discourse around ELT and technological tools also fo­
versity, resulting in generic instruction that may not resonate with all cuses on equity. Li et al. (2023) and Kohnke et al.’s (2023) demonstrate
students. Here, ChatGPT’s adaptive algorithms take the spotlight. Ac­ the difficulties posed by the digital divide. This chasm has both tech­
cording to Kohnke et al. (2023), ChatGPT learners receive instruction nological and sociocultural dimensions. The risk of falling behind exists
tailored to their proficiency level and engage with content correspond­ in regions with limited technological infrastructure or where teachers
ing to their interests and cultural contexts. In a comparative study, Lo and students lack digital skills. Such disparities can impede the incor­
(2023) found that ELT classrooms utilizing ChatGPT’s adaptive capa­ poration of revolutionary tools such as ChatGPT, possibly aggravating
bilities had a more engaged group of learners and significantly improved educational discrepancies. In order to address such discrepancies, a
language retention and application. This adaptability’s essence ensures multifaceted strategy is required, encompassing infrastructure devel­
that the learning curve is neither too steep nor too shallow, establishing opment and specialized training initiatives. Moreover, because ChatGPT
a balance that keeps learners both challenged and motivated. simulates diverse linguistic and cultural interactions, its outputs must be
While integrating ChatGPT into ELT might offer a promising horizon, culturally aware. Kasneci et al. (2023) highlighted the significance of
the road ahead is fraught with significant obstacles. A major problem, refining ChatGPT to ensure its interactions are culturally accurate,
expressed by Barrot (2023), Bin-Hady et al. (2023), Kostka and Toncelli respectful, and bias-free.
(2023) and elaborated on by Chaka (2023), is the alignment of ChatGPT To sum up, tools such as ChatGPT have emerged as potential game-
interactions with current curricular benchmarks. Typically, language changers amid the digital evolution of ELT. The empirical investigation
curricula are methodically designed, considering pedagogical theories, is still in its infancy, even though preliminary research has cast light on
cultural factors, and specific learning outcomes. The introduction of a some benefits, most notably the enhancement of conversational skills.
dynamic instrument such as ChatGPT requires a re-evaluation of these Much of the literature from recent studies offers fragmented insights,
curricula. It is not simply a matter of integrating a new instrument but frequently omitting the holistic implications of integrating ChatGPT into
ensuring that every interaction and feedback loop aligns with the larger ELT. The lack of a comprehensive study of teacher perspectives in
pedagogical goals. Such an integration necessitates technological different educational contexts is striking. Moreover, while the benefits of
expertise and profound pedagogical insight to ensure that ChatGPT ChatGPT are increasingly documented, there is a glaring lack of
complements curricular objectives rather than as a disruption. knowledge regarding its broader impact on teaching strategies, class­
In reshaping EFL pedagogy, Koraishi (2023) highlights the trans­ room interaction, and curriculum alignment. In addition, the complex­
formative potential of AI-driven tools, specifically OpenAI’s ChatGPT. ities and potential pitfalls of profoundly integrating such AI-driven tools
The research investigates ChatGPT’s versatility, highlighting its content into ELT require extensive investigation. Given these discernible
creation and student evaluation strengths. With the global ascendancy of lacunae, there is a pressing need for research that offers a more rounded
English and the rising demand for innovative EFL techniques, the article and nuanced perspective, pivotal for documenting ChatGPT’s definitive
identifies ChatGPT as a pivotal instrument capable of creating individ­ role in ELT’s evolving landscape.
ualized learning materials and providing immediate feedback. The
findings are based on the capabilities of the most recent version of 3. Research method
ChatGPT, version 4. Agustini (2023) investigated the impact of ChatGPT
on English learning autonomy in the Indonesian context. The study 3.1. Research design
emphasized ChatGPT’s function in self-guided language learning
through a mixed-methods approach, presenting a focused investigation Grounded in a qualitative research design, this study sought to
beyond general technological effects on language learning autonomy. decode and understand English language teachers’ intricate experiences
Language instruction is profoundly rooted in humanistic traditions and perceptions vis-à-vis the incorporation of ChatGPT into ELT. The
and serves a purpose beyond the transmission of syntax and semantics. It qualitative methodology, renowned for its depth and exploratory nature
serves as a reflection of culture, emotion, and human interaction. As (Flick, 2022), was judiciously chosen to glean detailed insights into the
Baskara (2023) said, the essence of language transcends grammatical teachers’ subjective narratives, challenges, and aspirations as they
structures. Ulla et al. (2023) studied the repercussions and limitations of navigate the confluence of traditional ELT methodologies and
extensively incorporating AI into ELT. Their research demonstrates that avant-garde AI technologies. This approach, rich in its capacity to cap­
while AI, such as ChatGPT, can improve certain facets of language in­ ture the granularity of lived experiences, enabled the identification of
struction, it cannot replicate the emotive complexity, cultural nuances, emergent themes and nuanced patterns, thereby offering a sophisti­
and empathy inherent to human interactions. Thus, the difficulty resides cated, multi-dimensional understanding of the pedagogical interplay
in employing ChatGPT prudently, ensuring that it complements rather between established teaching practices and the evolving AI-driven tools.
than replaces human elements.
In a practical implementation of ChatGPT, Xiao and Zhi (2023) un­ 3.2. Participants
dertook a study at a Chinese university. Based on student interviews,
they concluded that ChatGPT is helpful for language assignments. In this study, a carefully curated group of 46 English language
However, they also identified unexplored facets of its broader applica­ teachers was selected, representing various pedagogical backgrounds.
tion in language education. In addition to emphasizing the chatbot’s These teachers, hailing from diverse global regions, offered an intricate
potential for personalized feedback, the study emphasized the impor­ blend of experiences and viewpoints, given their unique teaching ten­
tance of students in evaluating its output. ures, varied academic qualifications, and distinct academic ranks. Their

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M.H. Al-khresheh Computers and Education: Artificial Intelligence 6 (2024) 100218

collective expertise ranged from teachers in the nascent stages of their Drawing upon the diverse geographical distribution of the research
careers to those with a wealth of experience, ensuring a holistic amal­ participants, Fig. 2 illustrates a fundamental aspect of this study: the
gamation of insights. The purposeful selection strategy was imple­ participants’ proficiency with ChatGPT. With a majority (50%) catego­
mented using the ResearchGate platform, a conscious choice of its rizing themselves as having an intermediate level of familiarity, the data
reputation as one of the foremost reliable academic platforms globally. suggests a broad engagement with the tool. 37% indicate advanced fa­
ResearchGate is renowned for fostering scholarly exchanges, facilitating miliarity, underscoring their extensive interaction with and under­
the dissemination of research findings, and serving as a repository for standing of ChatGPT. Meanwhile, a minority (8.7%) identified as
numerous academic publications (Yu et al., 2016). It was anticipated beginners, and notably, 4.30% of participants classified themselves as
that leveraging such a platform would provide access to instructors with experts, demonstrating a profound depth of engagement and proficiency
a profound understanding of English language pedagogy and those who with ChatGPT. The varied levels of familiarity are integral to inter­
are actively engaged in contemporary pedagogical discourse and have a preting the feedback’s granularity, emphasizing the importance of par­
vested interest in innovative teaching tools. This strategic approach ticipants’ foundational knowledge and interaction with the AI tool in
ensured participants were well-positioned to provide informed, focus. In the delineation of ‘familiarity with ChatGPT’ depicted in Fig. 2,
comprehensive insights on the potential and challenges of integrating the assessment was conducted via self-report mechanisms from the
ChatGPT into ELT. The qualitative nature of this research justified the study’s participants. This method inherently introduces the possibility of
selection of a focused sample of 46 English language teachers, ensuring discrepancies between participants’ perceived familiarity and their
the collection of detailed and nuanced data. While seemingly small, this proficiency with the technology. The study’s methodology was carefully
sample size is considered adequate for qualitative studies aimed at deep, structured to minimize this variability, offering explicit guidelines to
exploratory analysis rather than broad, statistical generalization. It assist respondents in accurately self-assessing their familiarity levels.
facilitated a wide-ranging examination of the complicated dynamics This approach was designed to refine the interpretation of self-reported
within ELT practices, allowing for capturing various experiences and data, aiming to bridge the gap between subjective assessments of fa­
perspectives. This methodological choice reflects the qualitative miliarity and objective understanding of ChatGPT’s use in educational
research emphasis on depth of understanding and the richness of data contexts. Self-reporting scales are crucial, providing invaluable insights
over sheer numbers (Flick, 2022). Fig. 1 below illustrates the spatial into individuals’ subjective experiences and the motivations behind
distribution of the study’s sample. their actions. These tools are instrumental in capturing the intricacies of
This study’s participant pool portrays a comprehensive picture of participants’ perspectives, offering a comprehensive understanding of
global engagement, including educators from 39 distinct nations and their decision-making processes (Paulhus & Vazire, 2007).
continents. This extensive geographical representation exemplifies the Having presented the spatial distribution of the sample and their
linguistic and cultural complexities of the ELT field. While countries familiarity with ChatGPT, Table 1 offers a granular demographic anal­
such as Jordan, Saudi Arabia, Egypt, Indonesia, and Germany have ysis of the participants. Females comprise 60.9%, with males accounting
marginally increased representation, most nations are distinguished by for 39.1%. The 36–45 age bracket is the most dominant age, making up
individual contributions. This dispersion provides evidence of the uni­ 39.1% of the sample, trailed by those in the 46–55 age range at 30.4%.
versal applicability of the study’s central theme and ensures that its Notably, 63% of the respondents are PhD holders, emphasizing the
findings are not limited to a single regional pedagogical orientation. This scholarly depth of the sample. In the context of academic rank, Lecturers
diversity undoubtedly enhances the robustness and richness of the emerge as the most prevalent at 30.4%, followed by Assistant Professors
study’s findings. at 26.1%. Delving into teaching experience, a substantial 52.2% have

Fig. 1. Spatial distribution of the research participants.

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M.H. Al-khresheh Computers and Education: Artificial Intelligence 6 (2024) 100218

Fig. 2. Graphical representation of participants’ familiarity with ChatGPT.

Table 1
Demographic overview of the participants.
Variables Frequency Percentage

Gender Male 18 39.1%


Female 28 60.9%
Age 25–35 7 15.2%
36–45 18 39.1%
46–55 14 30.4%
More than 55 7 15.2%
Qualifications Bachelor’s Degree 5 10.9%
Master’s Degree 12 26.1%
PhD Degree 29 63%
Academic Rank Full Professor 9 19.6%
Associate Professor 6 13%
Assistant Professor 12 26.1%
Lecturer 14 30.4%
Teacher 5 10.9%
Teaching Experience 1–10 11 23.9%
11–20 24 52.2%
More than 20 11 23.9%
Total 46 100%

been instructing for 11–20 years, while educators at the early stages and teaching. These elements shed light on their trajectories and hinted at
those well-entrenched in their careers, boasting 1–10 and over 20 years cultural and regional nuances influencing their pedagogical decisions.
of experience, hold 23.9%. This detailed composition ensures a broad Moreover, the section delved deeper, seeking information about their
spectrum of educational backgrounds and experiences, enriching the academic qualifications, which provided a lens into their foundational
study’s interpretive depth. knowledge base. Their current academic rank, meanwhile, offered in­
sights into their stature in the academic community. Recognizing that
teaching is an evolving journey, details about their total years of
3.3. Instrumentation teaching experience were inquired about. This could illuminate whether
prolonged exposure to various pedagogical shifts, including the rise of
The study leveraged a crafted open-ended questionnaire as its pri­ EdTech tools, had any bearing on their receptivity and perspective to­
mary data collection tool. This instrument was chosen to extract pro­ wards modern tools like ChatGPT.
found insights from English language teachers, allowing them to Transitioning from demographic specifics, the questionnaire subse­
elucidate their perceptions and experiences concerning ChatGPT in ELT quently navigated its core terrain, encompassing six meticulously
without constraints. Open-ended questionnaires are indispensable in formulated open-ended questions. These questions were not mere so­
qualitative research because they permit in-depth, nuanced responses. licitations for information but were designed as probes to unearth the
They allow participants to express their opinions freely, revealing in­ nuanced dynamics surrounding ChatGPT’s integration into ELT. Every
sights that structured questions may overlook. This instrument is question, articulated with precision, invited participants to embark on
essential for capturing diverse perspectives, identifying emerging introspective journeys, recounting their experiences, articulating chal­
themes, and enriching the research findings (Tasker & Cisneroz, 2019). lenges, celebrating successes, and sharing thoughtful pedagogical mus­
The inaugural segment of the questionnaire systematically collected ings concerning the marriage of ChatGPT with traditional ELT
each participant’s comprehensive demographic profile, underscoring paradigms.
the context’s significance when interpreting teachers’ viewpoints. As mentioned earlier, adopting an open-ended structure stemmed
Delving beyond superficial identifiers, this section probed into facets from the conviction that such a format would elicit rich, illustrative
like the participants’ age, gender, and current country of residence or

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M.H. Al-khresheh Computers and Education: Artificial Intelligence 6 (2024) 100218

responses. These responses are anticipated to provide a vivid tapestry of 4. Findings


experiences and insights, instrumental in crafting a holistic under­
standing of ChatGPT’s burgeoning role in the ELT landscape, primarily The findings section is systematically structured to facilitate nuanced
as narrated by experienced teachers from diverse global contexts. understanding. After providing an illustrative description of the diverse
backgrounds of the English language teachers, the exposition transitions
to the study’s central argument. This entails the presentation of three
3.4. Content validity of the questionnaire central themes extrapolated from participants’ narratives, each of which
serves as a lens through which the opportunities, challenges, and pro­
A thorough validation process was employed to ensure the ques­ spective viewpoints associated with ChatGPT’s integration in ELT are
tionnaire’s content validity. Initially, the tool was evaluated by a panel examined.
of experienced ELT teachers, scholars proficient in AI-driven educa­
tional tools, and individuals acquainted with ChatGPT. Their collective 4.1. The first theme: Pedagogical opportunities of ChatGPT integration
feedback was instrumental in ensuring the questionnaire holistically
captured the intricacies of integrating ChatGPT into ELT. Subsequent Instantaneous feedback as a catalyst for improved comprehension is
refinements were made based on their invaluable insights. In addition, a a defining characteristic of ChatGPT. Its ability to provide “real-time,
pilot study involving a selected group of five English language teachers, adaptive feedback to learners, allowing for instant corrections and clarifi­
separate from the primary study participants, was undertaken. Their cations” stands out as a result of participant insights. A participant as­
experiences and feedback post-completion facilitated further honing of serts that ChatGPT “has revolutionized how we approach instant feedback,”
the questionnaire, ensuring clarity and relevance. emphasizing the tool’s immediacy and adaptability. In a practical
context, this is exemplified by situations such as allowing students to
“construct and check sentences in real-time,” highlighting the correlation
3.5. Data collection and analysis between immediate feedback and adequate comprehension.
Customized learning pathways for diverse educational needs are
The open-ended questionnaire was distributed to the selected En­ fundamental to ChatGPT’s allure. It caters to each student’s tempo and
glish language teachers upon obtaining ethical clearance via the level, making differentiation more accessible, as teachers describe it.
ResearchGate platform. This digital distribution method ensured timely Learners can effortlessly “explore various facets of the English language,
and efficient data collection from teachers across different global re­ from idioms to intricate grammar rules, facilitating a deeper understanding.”
gions. Participants were informed about the study’s objectives, the This adaptability, coupled with its extensive knowledge, demonstrates
voluntary nature of their participation, and the confidentiality of their its unparalleled educational value.
responses. A designated timeframe was set for completing the ques­ ChatGPT focuses on enhancing learning through contextual and
tionnaire to ensure a structured data collection phase. scenario-based engagements. Teachers praised its ability to incorporate
The data derived from the open-ended questionnaire underwent a context into its interactions. The application’s “vast knowledge base
thorough qualitative analysis process. The initial phase involved the provides rich context and examples, making lessons more engaging and
assimilation and organization of all responses, ensuring multiple re­ relevant.” It offers experiential learning that transcends traditional di­
views to foster a holistic understanding. Before delving into the quali­ dactic modalities through simulations and scenarios. The use of
tative facets, the demographic segment of the questionnaire was ChatGPT by one teacher to “simulate a multi-character dialogue” exem­
quantitatively analyzed to provide a descriptive overview of the plifies how students can be immersed in “real-life-like conversations
participant characteristics. After this, a systematic coding regime was without the pressures of an actual audience”, as others revealed. Another
implemented, highlighting pivotal patterns and sentiments expressed by participant pointed out that “ChatGPT brings a dynamic interactivity to my
teachers. These initial codes facilitated the thematic analysis phase, English language teaching approach. It facilitates real-time dialogue, enabling
where relatable codes converged to form expansive themes that students to practice conversational skills instantly.”
encapsulated teachers’ perspectives on ChatGPT integration within ELT. Integrating ChatGPT into the pedagogical framework has the most
Throughout the process, an emphasis was placed on ensuring that the significant benefit of enhancing classroom dynamics through supple­
themes resonated with the participants’ sentiments. The analytical mentary support. ChatGPT, an “always-available teaching assistant,”
approach was recursive and introspective, continually referencing the provides unmatched support to students beyond the traditional class­
primary data to validate the discerned themes, guaranteeing an room setting. Its capabilities have extensive repercussions, not only as
authentic representation of the teachers’ narratives. an instrument but also as an educational ally. Teachers have observed
tangible benefits due to ChatGPT’s incorporation; specifically, students
interacting with the platform have a “clearer understanding of challenging
3.6. Ethical considerations topics, having used ChatGPT for additional explanations”. This additional
support has also proven crucial for those who may feel overshadowed in
Throughout this study, the highest ethical standards were observed. traditional classroom settings. According to one teacher, “quieter stu­
Participants were provided a clear understanding of the study’s goals dents, who hesitate to ask questions in class, have found their voice by first
before participating, ensuring they gave informed consent. Most clarifying their doubts with ChatGPT.” Moreover, beyond individual
importance was given to safeguarding participants’ confidentiality, with comprehension, it facilitates the structuring of thought processes, as was
all collected data securely stored and devoid of personal identification observed when students used ChatGPT as a “tool for brainstorming,
markers. The integrity of the study was maintained by assuring partic­ allowing them to better structure their thoughts before writing them down.” In
ipants that their responses would be used strictly for academic purposes essence, ChatGPT does more than simply support learning; it actively
and that they were allowed to receive feedback on the study’s outcomes. fosters a more confident and inclusive classroom environment,
The research consistently emphasized respecting and upholding the nurturing both individual and collective classroom dynamics.
dignity and rights of all participants. Enhancing analytical skills and structuring thought processes are

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ChatGPT’s most significant pedagogical benefits. ChatGPT has tran­ ELT. Furthermore, when venturing into fields that require a profound
scended its function as a digital tool in the classroom. Teachers cited comprehension of culture, such as literature and history, it is noted that
specific instances where students turned to ChatGPT for assistance “ChatGPT might not capture the depth and breadth of human perspectives.”
during “essay writing”-focused sessions through “brainstorming with it; This is especially important when the discourse focuses on “nuanced
students not only received feedback but, more importantly, refined their interpretations of texts and the subtleties of cultural expressions.” Another
analytical skills, resulting in a noticeable improvement in the quality of es­ participant emphasized the importance of the “emotions, historical con­
says.” This interaction with ChatGPT extends beyond simple clarifica­ texts, and cultural subtleties” that form the foundation of ELT – areas
tions. During sessions on “debate and argumentation,” for instance, where the human touch is irreplaceable. Consequently, while ChatGPT
students utilized ChatGPT to simulate counterarguments, enabling them can provide unmatched support in areas such as grammar drills and
to “anticipate different perspectives and refine their arguments.” Such in­ vocabulary expansion, its limitations become more apparent when
teractions highlight ChatGPT’s position as a source of information and a delving into the deeper, more complex domains of cultural sensitivity in
valuable collaborator, assisting students in structuring and elevating ELT.
their analytical reasoning. Pronunciation and listening challenges in ELT highlight a crucial
Accepting Modernity is an additional opportunity. ChatGPT’s design adoption divide for ChatGPT in English classrooms. The enormous va­
exemplifies interactive learning in the digital age. Adapted for the riety of English accents, dialects, and phonetic nuances necessitates a
modern learner, it promotes “tech-savvy learning.” It is an interactive rigorous emphasis on pronunciation for effective language acquisition.
platform that can be accessed anytime, reinforcing the paradigm shift While ChatGPT outperforms in numerous areas, its ability to assist with
towards perpetual and dynamic learning. Its function as an “interactive “oral communication and pronunciation lessons” is notably limited or non-
digital companion for students” highlights its importance in nurturing an existent. This limitation is emphasized by teachers, with one noting the
immersive and adaptive learning ecosystem. “unmatched ability of the human ear to detect subtle pronunciation errors.”
Examining participant demographics—spanning familiarity levels This ability to detect and correct minute variations in sound is indis­
with ChatGPT, qualifications, ages, and teaching experiences—revealed pensable in ELT, ensuring that students not only comprehend but are
significant insights into using ChatGPT in educational settings. It was also accurately understood in various linguistic contexts. In addition, the
discerned that perceptions of ChatGPT’s role as an accessible aid varied difficulty does not end with pronunciation. Listening comprehension,
markedly, influenced by the depth of teaching experience. Teachers with another pillar of ELT, presents its unique challenges. The “text-centric”
years of experience typically viewed ChatGPT as a supplementary tool, design of the tool implies that it does not support this aspect of language
enhancing their teaching arsenal. In contrast, those newer to the field or learning. Students must be exposed to various accents, speech rates, and
at earlier stages of familiarity with ChatGPT leaned on it more heavily colloquialisms, which are crucial for language comprehension. Conse­
for various educational activities. The analysis revealed that younger quently, while ChatGPT can provide substantial support for textual
educators and those with advanced qualifications might favour inte­ content and grammar, its inadequacies in addressing articulation and
grating such innovative AI tools into their pedagogy. This detailed de­ listening pose significant obstacles to its integration into ELT.
mographic exploration illuminates the complex dynamics in adopting Limitations in preparing students for real-world ELT scenarios raise
and valuing AI technologies like ChatGPT, underscoring the diverse concerns about ChatGPT’s ability to replicate real-world conversations’
factors that influence educators’ engagement with technological ad­ dynamic and unpredictable nature. The ultimate objective of ELT is to
vancements in teaching. impart knowledge of a language’s mechanics and ensure that students
Moreover, the differentiated perceptions of ChatGPT’s pedagogical can communicate effectively in diverse and unscripted contexts.
applications across diverse demographic lines—spanning age, educa­ ChatGPT can be a helpful instrument in structured educational envi­
tional background, and geographical variance—become evident. Young ronments; however, its inability to replicate the spontaneity of genuine
teachers, especially those in the developing phase of their careers, are human interactions is a significant limitation. This limitation becomes
particularly enthusiastic about utilizing ChatGPT to foster interactive more apparent when considering the wide variety of “accents, colloqui­
and captivating learning environments. Conversely, seasoned educators alisms, and real-world spoken dynamics” endemic to the English language.
emphasize ChatGPT’s capacity to enrich established teaching practices One teacher pointed out astutely that “this lack of authentic interaction
with cutting-edge technological advancements. Moreover, teachers from could leave students unsuited for these aspects of language if they rely too
linguistically diverse regions commend ChatGPT for its efficacy in heavily on textbooks.” While ChatGPT provides a valuable scaffold for
facilitating language learning and cultural exchanges, showcasing its language learning, its inability to simulate the unpredictability and
versatility across various educational contexts. This detailed feedback profundity of authentic conversations poses obstacles to its adoption in a
highlights the critical role demographic factors play in evaluating comprehensive ELT curriculum.
ChatGPT’s educational impacts and potentials, thereby providing pro­ Over-reliance and technological dependencies in ELT highlight a
found insights into its capability to navigate the complexities of paradoxical dimension of ChatGPT’s utility. The characteristics that
contemporary education. make ChatGPT an alluring educational instrument – its accessibility,
vast knowledge base, and instantaneous feedback – pose potential pit­
falls in ELT. Several teachers have expressed concern regarding stu­
4.2. The second theme: Challenges in ChatGPT adoption for ELT
dents’ reliance on the platform. This “over-dependence” on ChatGPT for
answers can inhibit a student’s ability to think critically and solve
Challenges in cultural sensitivity have emerged in ELT as teachers
problems independently. Technology can enhance the learning experi­
attempt to maximize ChatGPT’s potential in the classroom. Language
ence, but a delicate balance must be maintained. To ensure that digital
and culture are intricately woven, making it difficult for even the most
aids do not “overshadow the essence of traditional classroom engagement,” it
advanced machines to replicate. Teachers have expressed concern over
is crucial to strike a balance, as one instructor put it so aptly. Clearly,
ChatGPT’s inability to completely comprehend and convey the cultural
integrating ChatGPT into ELT requires pedagogical finesse to ensure that
nuances inherent in English language instruction. A respondent noted,
it complements rather than replaces tried-and-true methods of hands-on
for example, that ChatGPT may “not always capture the cultural context
instruction.
behind certain idioms or phrases,” a crucial component of comprehensive

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Creativity is a crucial component of effective language instruction world application and critical thinking.” Another teacher elaborated on
and learning. As teachers explore the incorporation of ChatGPT into this sentiment, stating that as “we move deeper into the digital age,” there
ELT, however, concerns have emerged regarding its potential to inhibit will be an urgent need for a “greater emphasis on blended learning.” They
students’ creativity. One respondent eloquently addressed the dilemma anticipate that artificial AI tools like ChatGPT will necessitate “modifi­
by remarking that “some students began using it as a crutch rather than an cations in curriculum design to incorporate more technology-driven activ­
aid.” This sentiment highlights a potential overreliance on AI-generated ities.” Students will engage in “experiential learning” using AI to access
responses, which may discourage students from constructing sentences “real-world context and immediate feedback,” making the educational
or uniquely conveying their perspectives. In ELT settings that value experience more “iterative and adaptive.”
poetic expressions, idiomatic usage, and creative writing, this environ­ Significant emphasis has been placed on the roles and adaptability of
ment could stifle the spontaneous creativity that human interactions teachers as a result of the evolution of the educational field, particularly
typically inspire in students. in the aftermath of AI integration. The shift from teaching solely “what to
The impact of these challenges varies significantly across de­ learn” to the more profound “how to learn” is a sentiment they shared.
mographic lines. Teachers with advanced academic credentials have One teacher emphasized this shift, stating there would be a significant
pointedly observed ChatGPT’s struggle to capture the full spectrum of shift towards “fostering creativity, emotional intelligence, and cultural
cultural subtleties, reflecting a deep engagement with the subtleties of awareness in tandem with technology use.” Another teacher elaborated on
language. Users at the forefront of ChatGPT application in teach­ the holistic approach to education in this technological era, emphasizing
ing—identifying as advanced or expert—recognize its benefits for the need to teach “adaptability and cross-cultural communication.” Stu­
essential language components while critiquing its inadequacies in dents should be trained to use technology “as a supplement, not as a
conveying cultural richness. Novices to ChatGPT underline its steep crutch,” according to the consensus of the respondents.
integration curve, whereas seasoned teachers, bringing decades of The discourse surrounding integrating AI tools like ChatGPT in ELT
experience, lament the absence of the nuanced human touch in AI- illuminates a transformative vision for the future of education. Insights
mediated language instruction. This feedback highlights the critical from educators across a spectrum of academic qualifications and tech­
need for adaptable, nuanced pedagogical strategies that align ChatGPT’s nological adeptness underscore the potential for AI to serve as a pivotal
capabilities with the diverse requirements of educators and students, complement to traditional pedagogical methods. Academics with
catering effectively to a broad demographic spectrum. extensive experience emphasize the necessity of AI in facilitating dy­
namic, adaptive learning environments, advocating for curricular in­
novations that harmonize digital advancements with established
4.3. The third theme: The evolutionary path of ELT with AI tools educational frameworks. This collective anticipation delineates a future
wherein AI enriches the educational tapestry, merging the strengths of
The imminent transformation of ELT in the era of AI, especially with digital and conventional methodologies to foster a holistic, immersive
innovations such as ChatGPT, promises a hybridized educational fron­ learning experience. Conversely, beginners in ChatGPT use highlight its
tier. In-depth insights were provided by participants who delved into the initial complexity, advocating for additional guidance to unlock its
specifics. educational potential effectively. The geographical diversity of partici­
In the ever-changing landscape of ELT, teachers have begun to pants, spanning continents and encompassing a variety of educational
recognize the potential of incorporating AI tools such as ChatGPT into contexts, from urban centres to rural areas, underscores the universal
their methodologies. Participants agreed that ChatGPT and similar tools appeal and applicability of AI tools like ChatGPT. This widespread
will become “invaluable supplementary resources in ELT.” This does not representation highlights the worldwide consensus among educators on
necessitate a complete revision of traditional pedagogies, however. They AI’s transformative potential in education. It points to a collective
believe such innovations will “complement, not replace, the traditional movement towards embracing AI technologies to augment traditional
classroom experience.” One teacher elaborated on this vision by saying, “I teaching methodologies, ensuring that a broad, inclusive range informs
foresee ChatGPT and similar tools becoming integral components of hybrid the evolutionary path of ELT with AI tools of insights and experiences.
learning models,” highlighting the significance of “ensuring a balanced Such a demographic-informed perspective accentuates the evolving role
approach to language instruction.” This convergent viewpoint envisions a of AI in education, championing a balanced, forward-thinking approach
future in which AI does not supplant human teachers but rather aug­ that equips learners for the complexities of contemporary and future
ments them. It assists students by allowing them to “learn at their own landscapes.
pace while still benefiting from traditional classroom interactions,” thereby Table 2 below distils the core themes identified throughout the study
combining the best digital and traditional ELT worlds. to encapsulate the nuanced findings from the qualitative exploration
The evolving function of AI in the curriculum also dominated the into the integration of ChatGPT within ELT. Highlighting both the sig­
discussion. A participant commented, “With the rise of tools like ChatGPT, nificant pedagogical opportunities and challenges associated with
pedagogical approaches will need to emphasize blended learning, combining ChatGPT, it also delves into the demographic variations influencing
the strengths of AI with traditional teaching.” This change necessitates a teachers’ perceptions and utilization of this AI tool.
curriculum redesign with “more tech-assisted modules” emphasizing “real-

Table 2
Summary of key findings and demographic influences on ChatGPT integration in ELT.
Theme Key Findings Summary Influential Demographics

Pedagogical Opportunities Highlights the benefits of instant feedback, customized learning pathways, Varied by teaching experience, with more experienced educators
of ChatGPT Integration and enhanced engagement through contextual learning. viewing ChatGPT as a complementary tool and less experienced ones
relying on it for broader support.
Challenges in ChatGPT Identifies challenges such as cultural sensitivity, pronunciation and Influenced by familiarity levels with ChatGPT, where beginners noted
Adoption for ELT listening difficulties, over-reliance and technological dependencies in ELT, more challenges in integration.
less creativity, and the need for real-world scenario preparation.
The Evolutionary Path of Discusses the potential for AI to augment traditional teaching methods and Younger educators and those with advanced qualifications showed a
ELT with AI Tools the necessity for a curriculum redesign to include more tech-assisted greater propensity for integrating AI tools into pedagogy.
modules.

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5. Discussion difficult to correct once established. This sentiment is shared by Liu et al.
(2023), who emphasized the importance of precision in language in­
To answer the first question regarding how English language struction. Ali et al. (2023), delving into cognitive learning theory, noted
teachers perceive the pedagogical opportunities afforded by integrating that its modification becomes formidable after a cognitive schema has
ChatGPT into their instructional methods, the study uncovered some been solidified. Beyond these complexities, it is essential to recognize a
insightful findings. significant limitation. While tools like ChatGPT may be adept at
There was widespread recognition among teachers of ChatGPT’s fostering written comprehension and expression, they may fall short
ability to deliver individualized learning experiences tailored to the when fostering essential language skills such as listening and speaking.
specific needs of each student. This perception is not unique but is These competencies remain essential components of comprehensive
consistent with the broader shift in education towards adopting differ­ language learning, highlighting the need for a well-rounded approach in
entiated instruction. This pedagogical approach derives from recog­ ELT that is not overly reliant on any instrument or technique.
nizing that a classroom is not populated by learners with identical The potential for students to develop an unhealthy reliance on
cognitive abilities, origins, and learning preferences but rather by stu­ ChatGPT was cited as a significant concern. Such reliance may impede
dents with a wide range of these characteristics. This has been independent language learning, stifling their initiative and inquisitive­
acknowledged by Tomlinson (2014), who delved deeply into this ness throughout the complex language learning process. This sentiment
pedagogical realm, advocating fervently for the modification of teaching of thoughtfulness is not new but is entrenched in past discussions
methods to correspond with the diverse requirements of each student. regarding integrating technology into educational spheres. Kohnke et al.
Tomlinson’s philosophy emphasizes that the efficacy of education lies (2023) forewarned the educational community about the potential
not in a standardized methodology but in its ability to be flexible and drawbacks of over-integration of technology in language learning en­
adaptable to individual students. ChatGPT can be viewed as the digital vironments, arguing that uncritical use of such tools could inadvertently
evolution of Tomlinson’s ideology in this context. The tool’s adaptive transform students from active participants actively shaping their
response mechanism, which modifies its feedback based on user in­ educational experiences into passive recipients merely consuming pre­
teractions, is a digital representation of the essence of differentiated fabricated information. Moreover, genuine learning is inherently inter­
instruction. Through ChatGPT, we observe the convergence of conven­ active and collaborative; there is a risk that excessive reliance on tools
tional pedagogical knowledge and contemporary technological prowess, such as ChatGPT could disrupt the delicate balance between assisted
reinforcing that digital tools can enhance individualized instruction. learning and self-directed exploration, thereby impeding the develop­
Teachers have emphasized ChatGPT’s proficiency with real-time ment of language proficiency. This was acknowledged by some recent
interactions, identifying this ability as crucial for successful language studies (Fitria, 2023; Li et al., 2023).
learning. When contemplating linguistic pedagogical frameworks, the Teachers have voiced concerns about ChatGPT’s capacity to capture
significance of this mechanism for immediate feedback and engagement and integrate cultural subtleties and specific contextual elements within
stands out. Fundamentally, learning a language is not solely about rote its language teaching modules. These reservations are rooted in under­
memorization of structures or words; instead, it is about creating a dy­ standing language as a multifaceted social semiotic system, as articu­
namic environment where learners can actively apply, challenge, and lated in seminal linguistic theories. As stated by Moqbel and Al-Kadi
refine their linguistic knowledge. This philosophy derives from Long’s (2023), language serves not only as a medium for communication but
(2017) Interaction Hypothesis. The central tenet of Long’s theory is that also as a reflection of communities’ complex socio-cultural dynamics
linguistic competence is developed not through isolation but through and traditions. There is a lingering apprehension about the proficiency
active dialogue and feedback circuits. Every conversation, recalibration, of tools like ChatGPT to mirror and honour these cultural intricacies
and nuanced adjustment within these interactions is a defining learning authentically. This apprehension underscores the multifaceted chal­
moment. Learners are continuously challenged to adapt, negotiate lenges educators foresee in deploying AI-driven platforms in culturally
meaning, and grasp linguistic nuances on the move. According to Long, diverse English Language Teaching environments.
this aspect of learning is not merely advantageous; it is essential. When discussing the integration of ChatGPT into ELT, teachers
ChatGPT arises as an invaluable asset in this model. In addition to emphasized the difficulty of ensuring equity and accessibility. Even as
reflecting the foundational concepts of the Interaction Hypothesis, it digital tools become increasingly sophisticated, there is a concern that
operationalizes them. Through its instantaneous responses, adjustments, not all students can access them equally. This perspective is supported
and dialogic engagements, ChatGPT positions itself as an AI tool and a by the concept of the “digital divide” in educational studies. Li et al.
pivotal interactive platform, reinforcing the belief that authentic in­ (2023) indicated that the mere presence of technological instruments in
teractions are essential for language learning. education does not guarantee that they are accessible to all or that
The perceived value of ChatGPT as a bridge to real-world imple­ learning experiences are equitable. This divide may be exacerbated by
mentation further exemplifies the tool’s educational value. Here, the socioeconomic disparities, a lack of infrastructure, and varying degrees
focus is on employing acquired language in practical, communicative of digital literacy. ChatGPT offers potential advancements in ELT, but its
contexts. This concept strongly resonates with Vygotsky’s sociocultural practical implementation requires careful consideration of these multi­
theory, which argues that social interactions are the foundation of faceted challenges to benefit a diverse student population.
cognitive development (Alkhudiry, 2022). Therefore, digital tools such The complexity of teacher training and the integration of ChatGPT
as ChatGPT might mediate these interactions. Overall, the findings into existing curricula is also highlighted as a challenge. Drawing par­
reveal a consensus among teachers that ChatGPT is more than a digital allels with Kostka and Toncelli’s (2023) findings, introducing new
instrument. It is an innovative pedagogical tool that integrates with technologies into the educational domain is frequently afflicted by
established educational theories and offers new avenues for enriched, adaptation and alignment issues with existing teaching methodologies.
personalized, and interactive language education. This highlights the critical significance of introducing a cutting-edge
In response to the second research question regarding the impedi­ tool and equipping teachers with the necessary skills and knowledge
ments to integrating ChatGPT into ELT, one of the most prevalent con­ to utilize its capabilities effectively. In order to achieve a seamless
cerns from teachers is ChatGPT’s sporadic propensity to deliver integration of ChatGPT with established teaching practices, compre­
inaccurate or overly simplified linguistic content. As we navigate the hensive training initiatives and a robust support system in terms of re­
complexities of language instruction, the significance of this difficulty sources and direction are required.
grows. Precise linguistic forms are more than just a cornerstone; they The potential impact of ChatGPT on students’ creativity was a second
constitute the basis of efficient language learning. Inaccuracies can difficulty raised during the discussions. Creativity is a pillar of effective
inadvertently lead students down incorrect linguistic paths that are language learning and a fundamental aspect of holistic development.

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There is concern that an excessive reliance on tools such as ChatGPT and maintains pace with technological advances, teachers can ensure
could inadvertently inhibit students’ ability to think and communicate that language instruction remains relevant and is adapted to the
creatively. This viewpoint is consistent with Ali et al.’s (2023) assertion changing needs of students in the digital age.
that excessive reliance on technological solutions in education can Professional development and digital literacy are equally important.
inhibit the natural creative inclinations of students. When students As teachers struggle to integrate ChatGPT into ELT, it is clear that tar­
frequently rely on AI-generated responses in the context of language geted professional development sessions become essential. Not only
learning, they risk losing out on the intrinsic creative processes that should these sessions elucidate the technical aspects of ChatGPT, but
underpin genuine linguistic exploration and articulation. Teachers must they should also delve deeper into the pedagogical strategies that can
ensure that ChatGPT complements, rather than replaces, the indis­ maximize the tool’s potential. Concurrently, nurturing an environment
pensable creative creativity in language education while utilizing its where students can develop solid digital literacy is essential. The
benefits. objective is to cultivate students who can engage intelligently and crit­
To conclude the answer to the second research question, incorpo­ ically with AI platforms.
rating ChatGPT into ELT offers many benefits, but it is not without its Moreover, as technology becomes more integrated into ELT, a
share of obstacles. According to teachers and existing research, there is compelling need exists to underscore developing learners’ soft skills. In a
an urgent need for a reasonable and culturally sensitive strategy when technologically driven educational environment, emotional intelli­
introducing such innovative technologies into education. gence, adaptability, and the capacity to communicate across cultural
In response to the third research question regarding the anticipated boundaries assume centre stage. Moreover, given the concerns about the
evolution of ELT in light of technological advances such as ChatGPT, the potential stifling of creativity due to an over-reliance on tools such as
teachers’ perspectives reveal several crucial insights. The majority of ChatGPT, curricula should actively promote and prioritize creative ob­
teachers anticipate the rise of integrated learning approaches. They jectives, ensuring that technology serves as a catalyst for imagination
envision tools like ChatGPT not as replacements for traditional class­ rather than a hindrance.
room interactions but as enhancements. In this context, ChatGPT would Last, the dual concerns of equity and comprehensive evaluation
serve a dual purpose, providing individualized learning experiences emerge prominently. Accessibility and equity issues are posed by the
while retaining the benefits of face-to-face pedagogical interactions. innovative educational possibilities presented by AI. Policymakers and
This sentiment parallels the larger academic discourse advocating for educational leaders must proactively ensure that technological advances
hybrid learning models that combine the efficiency of technology with do not polarize educational opportunities. Moreover, with AI tools
the human touch of traditional instruction (Ali et al., 2023). providing multifaceted feedback, there is an urgent need to develop
In addition, there appears to be unanimity regarding the need for evaluation mechanisms beyond linguistic accuracy. These evaluations
curriculums to adopt a more technologically integrated and adaptable should holistically measure communication proficiency, cultural
format. Teachers advocate for curriculum innovations that combine awareness, and interpretive skills. By interweaving these implications
tech-assisted methods with real-world applicability and a heightened with current educational practices, key stakeholders can orchestrate a
emphasis on critical thinking — essential traits in today’s inter­ scenario in which the integration of ChatGPT with ELT is both impactful
connected digital age. This is consistent with contemporary pedagogical and coherent, harmonizing technological expertise with the complex­
initiatives that stress the significance of grounding learning in real- ities of human-centred language education.
world contexts to increase its relevance and engagement (Baskara,
2023). 7. Limitations and recommendations for further research
Another essential prediction is the requirement for a refined peda­
gogical strategy. Teachers underline introducing students to AI tools and Despite its methodological rigour, this research presents limitations
equipping them with the analytical skills to navigate and evaluate such requiring acknowledgement and subsequent recommendations. The
platforms effectively. This perspective is consistent with broader reliance on ResearchGate for participant recruitment may inadvertently
educational trends highlighting the need to cultivate critical digital lit­ introduce selection bias. Teachers affiliated with ResearchGate may
eracy in the era of information proliferation. In addition, the rise of AI- have fundamentally different technological perspectives than their non-
powered tools in ELT has prompted teachers to underline the impor­ affiliated counterparts. Future research should expand participant
tance of imparting soft skills. In a world increasingly influenced by AI, recruitment beyond specialized platforms to guarantee a more complete
traits such as adaptability, cross-cultural communication, emotional and diverse representation of global pedagogical perspectives. Second,
intelligence, and the ability to determine the most effective learning although the study’s reliance on qualitative, open-ended questionnaires
strategies will be paramount. This evolving importance is consistent is insightful, it lacks crucial quantitative metrics for identifying broad
with the skills framework for the 21st century, highlighting the need for trends. A subsequent suggestion would be implementing a mixed-
such competencies in our dynamic contemporary environment (Orak & methods strategy combining qualitative depth with quantitative accu­
Al-khresheh, 2021). racy. Thirdly, the potential biases of teachers based on their prior
The teachers’ visions for the future of ELT in the ChatGPT era are exposure to ChatGPT could affect perceptions. Therefore, it is prudent
essentially multifaceted. They foresee a future characterized by a sym­ for future initiatives to include preliminary orientation sessions with
biotic relationship between technology and traditional methodologies, ChatGPT to ensure that feedback is based on firsthand experience. In
with an increased emphasis on real-world relevance, analytical prowess, addition, despite the study’s efforts to capture a variety of perspectives,
and students’ overall development. the intricate cultural nuances interwoven with pedagogical methodol­
ogies across regions may have been underrepresented. Future research
6. Implications investigating culturally specific pedagogical contexts can shed light on
region-specific complexities in AI tool adoption. Given the rapid evo­
The findings have numerous implications for teachers, curriculum lution of AI technologies, some insights may become obsolete over time.
designers, policymakers, and educational technology. It is essential to It is crucial to conduct longitudinal research on the integration and ef­
reimagine the curriculum with a concentration on personalized fects of AI tools such as ChatGPT in ELT. Concurrently, educational in­
learning. The capability of ChatGPT to provide individualized learning stitutions are urged to organize AI-centred pedagogical seminars that
experiences indicates a pressing need for teachers and curriculum co­ equip teachers with the most recent skills and knowledge. Finally,
ordinators to integrate AI tools into their teaching modules strategically. Further research into the application of AI, including technologies such
It underlines a substantial reshaping of curricula instead of merely as ChatGPT, is highly recommended to explore unresolved areas iden­
modifying existing content. By developing a framework that is adaptable tified in this study.

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8. Conclusion (continued )
Appendix
This study embarked on an exploratory mission to understand Residence/
teachers’ perspectives from varied global contexts on integrating Teaching:
advanced AI tools like ChatGPT into their ELT methodologies. It aimed Gender: Male
to unravel how educators perceive the inclusion of such digital in­ Female
Age: 25–35 36–45 46–55 More than 55
novations within their pedagogical frameworks. Unique in its method­
Qualifications: Bachelor’s Master’s Degree Ph.D. Degree
ology, this study stands out due to its global scope, drawing insights degree
from diverse pedagogical landscapes to provide a nuanced perspective Academic Full Associate Assistant Lecturer Teacher
frequently disregarded by other studies. While the findings cast light on Rank: Professor Professor Professor
the unrivalled pedagogical potentials of ChatGPT for fostering person­ Teaching 1–10 11–20 More than 20
Experience:
alized learning and facilitating instant linguistic interactions, they also Familiarity • Beginner (I have used it once or twice but not frequently)
reveal some insurmountable challenges. Teachers highlighted appre­ with • Intermediate (I have used it a few times)
hensions about the overreliance on ChatGPT for linguistic tasks, raising ChatGPT: • Advanced (I use it regularly)
concerns about its potential limitations, including the risk of curbing • Expert (I am very comfortable and have extensive experience
with it)
student creativity and challenges related to equity and accessibility,
Questionnaire’s Questions
despite recognizing its linguistic proficiency. Moreover, the increasing Question 1 From your perspective, what unique opportunities does ChatGPT
reliance on such instruments may inadvertently diminish emphasis on bring to your English language teaching approach?
the human-centred aspects of language instruction, such as cultural Question 2 Can you describe any specific instances where ChatGPT
nuances and context-specific dialogues. As ELT advances in the digital positively influenced the learning outcomes in your classroom or
online sessions?
age, the research highlights recognizing and addressing these chal­ Question 3 What challenges or limitations have you observed when
lenges. This is not only to capitalize on technological advantages but incorporating ChatGPT into your ELT methods?
also to safeguard and enrich the fundamental principles of language Question 4 Are there specific areas in ELT where you believe ChatGPT might
education. While ChatGPT and similar tools hold transformative prom­ not be ideally suited or could potentially hinder the learning
process?
ise for ELT, their integration necessitates a meticulous, globally aware,
Question 5 Looking ahead, how do you envision the evolving role of
and challenge-centred approach to truly benefit learners worldwide. ChatGPT and similar tools in ELT?
Question 6 As technology advances, what pedagogical shifts or
Ethical approval modifications do you anticipate will be essential to harness the
full potential of tools like ChatGPT in ELT?

“The study was approved by the Permanent Committee for Research


Ethics at Northern Border University (No. 36-7-23), and all procedures
were conducted in accordance with applicable laws and institutional
guidelines. Informed consent was obtained from all participants, and
their privacy rights were strictly observed.”
References
Data availability statement Agustini, N. P. O. (2023). Examining the role of ChatGPT as a learning tool in promoting
students’ English language learning autonomy relevant to Kurikulum Merdeka
“The data supporting this study’s findings are available from the Belajar. Edukasia: Jurnal Pendidikan Dan Pembelajaran, 4(2), 921–934. https://jurna
ledukasia.org/index.php/edukasia/article/view/373.
corresponding author upon reasonable request.
Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. (2023). Impact of
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