‘ To generate or stop generating response’ : Exploring EFL teachers’ perspectives on ChatGPT in English language teaching in Thailand

Q2 Social Sciences

Learning: Research and Practice Pub Date : 2023-09-18 DOI:10.1080/23735082.2023.2257252

Mark Bedoya Ulla, William F. Perales, Stephenie Ong Busbus

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引用次数: 1

Abstract

ABSTRACTThe present research explores the perspectives of English as a foreign language (EFL) teachers at a Thai university regarding ChatGPT as a language teaching tool. Seventeen EFL teachers completed an online interview survey, while three of these teachers engaged in a subsequent individual interview in person. Utilising a qualitative descriptive research paradigm, the results indicate that the participants exhibited positive attitudes towards ChatGPT and acknowledged its diverse applications, including lesson preparation and language activity creation. The participants also highlighted the limitations of ChatGPT, particularly in its dependability, trustworthiness, and capacity to promote excessive student dependence. This study makes a valuable contribution to the extant literature by illuminating the potential benefits and drawbacks of utilising ChatGPT in language education.KEYWORDS: artificial intelligenceChatGPTeducationEFL teacherslanguage teaching Disclosure statementNo potential conflict of interest was reported by the authors.

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“生成或停止生成响应”:泰国英语教师对ChatGPT教学的看法

摘要本研究探讨了泰国某大学英语教师将ChatGPT作为语言教学工具的观点。17名英语教师完成了一项在线访谈调查，其中3名教师进行了随后的个人访谈。利用定性描述性研究范式，结果表明参与者对ChatGPT表现出积极的态度，并承认其多种应用，包括备课和语言活动创造。与会者还强调了ChatGPT的局限性，特别是它的可靠性、可信赖性和促进学生过度依赖的能力。本研究通过阐明在语言教育中使用ChatGPT的潜在好处和缺点，对现有文献做出了宝贵的贡献。关键词:人工智能技术教育英语教师语言教学披露声明作者未发现潜在的利益冲突。

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来源期刊

Learning: Research and Practice Social Sciences-Education

CiteScore

3.10

自引率

0.00%

发文量