EFL Classroom: Teachers’ Perceptions and Intention to Use ChatGPT for Language Teaching

Abstract

The rise of artificial intelligence (AI) has had a profound impact on different fields, including education. The development of AI, such as OpenAI’s Chat Generative Pre-trained Transformer (ChatGPT), is significantly shifting the way English is taught and learned. ChatGPTis a tool which allows educators to create engaging lessons, quizzes, and worksheets tailored to the students’ needs. Digital transformation is a challenging process. The biggest challenge is to convince teachers to adapt to new tools to create innovative learning environments. To this end, this study aims at investigating how EFL teachers perceive ChatGPT and their intention to incorporate it in their teaching. In order to meet the study’s objectives, the researcher adopted the Technology Acceptance Model (TAM) developed by Davis (1989) using a sequential mixed method design. The data consists of a 5-point Likert-scale questionnaire with close and open-ended questions. The questionnaire was filled out by 70 EFL teachers. The findings reveal that (1) EFL teachers perceive the use of ChatGPT to be easy and useful, (2) participants show great willingness to use it in future teaching practice, and (3) there is a significantly positive and strong relationship between the teachers’ perceptions and intention to use the chatbot. Finally, the paper recommends further research into teachers’ actual usage as well as exploring ways to successfully integrate ChatGPT into teaching by offering professional development programs and making technology resources accessible to teachers.