EFL Teachers’ Perceptions of Utilizing ChatGPT in Designing Lesson Plans for IELTS Reading Skills

Abstract

Artificial Intelligence (AI) has been developed rapidly, contributing positively to language teaching and serving as an assisted tool for teachers in preparing lesson materials. The paper explores EFL teachers' perceptions of ChatGPT in designing lesson plans for IELTS Reading Skill, aiming to identify both the opportunities and challenges of its use. The study employed a quantitative research method, collecting data via a Google Forms questionnaire from 54 EFL teachers in Vietnam to explore the efficiency of using ChatGPT in creating IELTS Reading lesson plans. The results showed that using ChatGPT in designing lesson plans for Reading IELTS is a promising method due to the flexibility of suggesting detailed questions, tasks, and reading strategies as well as reducing the teachers' time and effort; however, the difficulties including the lack of suitable prompt and the concern of reliability of ChatGPT-generated content when using ChatGPT are still a massive concern for EFL teachers. The findings suggested that, while ChatGPT offers potential benefits, its outcomes still depend on teachers providing suitable prompts to achieve desirable results and on reassessing the materials to ensure they align with lesson objectives.

Ähnliche Arbeiten