EFL teachers’ perceptions of using ChatGPT in writing classroom: Implications for teaching and learning

Abstract

Writing instruction has long been at the forefront of scholarly inquiry, and with the advent of artificial intelligence (AI) tools such as ChatGPT, understanding English as a Foreign Language (EFL) teachers' perceptions and experiences in the evolving writing classroom has become increasingly important. This study examines EFL teachers’ perceptions of using ChatGPT in writing classrooms, with a focus on implications for teaching and learning. Employing a mixed-methods design, the research involved 72 faculty members who completed questionnaires and semi structured interviews. The results indicate that teachers view ChatGPT as a valuable tool for improving students' sentence formation, paragraph writing, and emotional intelligence. The participants also recognized its potential to motivate student engagement and reduce writing anxiety while raising concerns about academic integrity, overreliance, diminished creativity, and students' limited AI exposure. While there were no apparent differences in teaching experience or qualifications, gender-based differences were noted in overall perceptions, favouring male teachers. Furthermore, the qualitative findings suggest practical ways to use ChatGPT to increase creativity, organization, and accuracy while promoting a balanced approach to AI-assisted learning that upholds academic integrity through clear guidelines. The study also emphasizes the relevance of the Technology Acceptance Model (TAM2) in explaining teachers’ attitudes, highlighting perceived usefulness, affective impact, and barriers as key determinants of acceptance. Teachers suggest prompt training, teacher-supervised usage, and AI integration for effective EFL writing instruction, emphasizing the need for structured guidance to minimize risks and maximize benefits. Overall, the findings contribute to ongoing debates on digital transformation in education and provide actionable recommendations for integrating AI responsibly into EFL writing pedagogy.

Ähnliche Arbeiten