A Qualitative Analysis of Exploring Teachers’ Perceptions about the Role of ChatGPT in English Teaching and Learning

Abstract

This study explores the perceptions of Pakistani ESL university teachers about the role of ChatGPT in terms of benefits and challenges in English teaching and learning of students. Data was collected form 30 Pakistani universities ESL teachers using semi-structured interviews. The study findings reveal four themes which motivate teachers to use ChatGPT in English teaching and learning of students that are Theme 1: Positive attitudes of teachers towards ChatGPT, Theme 2: Professional development of teachers, Theme 3: Personalized learning of students, and Theme 4: Useful pedagogical tool. On the other hand, four diffident themes include Theme 1: Misuse of ChatGPT by students, Theme 2: Accuracy concerns, Theme 3: Negative attitudes of teachers, and Theme 4: Replacement of teachers. Practical solutions were also employed by the Pakistani ESL teachers to overcome the challenges of using ChatGPT in English teaching and learning. Such as higher authorities should organize different courses, workshops, seminars, and webinars about the importance and ethical use of ChatGPT. Enforce classroom activities and avoid home-based tasks to reduce the use of ChatGPT. By understanding teachers’ perceptions and addressing their concerns, policymakers can shape suitable policies and services contributors can tailor their contributions to fulfill teachers' requirements. The outcomes of the study will also be helpful for higher education institutions (HEIs) in designing policies to assure the congruous and worthwhile use of ChatGPT, eventually improving teaching experiences of teachers and learning of students.

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