Utilizing ChatGPT for Self-Directed Professional Development: Practices of Southeast Asian Language Teachers

Abstract

This study investigated the common issues and challenges faced by Southeast Asian English language teachers in their teacher professional development (TPD) activities and explored how they utilized ChatGPT to address these challenges. Using qualitative data collected from participants from 10 Southeast Asian countries, this study found that limited time, heavy workload, limited support and resources, irrelevant training content, limited technical skills, and inability to identify professional development needs were the most common TPD challenges encountered. To address these challenges, the participants utilized ChatGPT as a learning companion, facilitator, adviser/coach, and collaborator for their self-directed TPDs. They used the tool as a partner or collaborator in planning and completing teaching and learning tasks. They used the tool to analyze their TPD needs and design their personalized, self-directed TPD activities. In addition, they also used it to independently learn new concepts and practices by prompting it with relevant questions or instructions. Moreover, they also used it to generate initial ideas and subsequently enhanced these ideas with their personal knowledge and experiences. Lastly, they used the tool to polish the language of their outputs for clarity and effectiveness. Insights and implications of these findings for language teacher education and professional development are discussed.

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