Exploring the Affordances of ChatGPT in Developing Language Teachers’ Awareness and Pedagogical Practices
Аннотация
Background: The field of language education is experiencing substantial advancements with the introduction of Generative Artificial Intelligence (GenAI). While there is a significant amount of research on teachers’ perceptions in language education, there is a noticeable gap in understanding the integration of ChatGPT into this field.
Purpose: This study investigated the perceptions of EFL teachers in Iran regarding how ChatGPT can contribute to the enhancement of language teaching practices and pedagogical awareness.
Method: A qualitative case study examined teachers’ perspectives on using ChatGPT in language education. A Zoom webinar on AI in teaching was conducted for Iranian EFL teachers, using tools like Focusky. From 73 registered teachers, 23 were selected based on ≥2 years’ teaching experience and voluntary participation. Data were gathered through focus groups, semi-structured interviews (n=10, in Persian), and reflective essays (n=10) submitted two weeks post-webinar. Inductive thematic analysis was performed using NVivo 12, with rigor ensured via peer debriefing, member checking, cross-case comparison, and 83% inter-coder agreement.
Results: Data analysis revealed that ChatGPT can promote pedagogical awareness (i.e., enhanced professional development opportunities, enhancement of critical thinking skills, and autonomy and confidence) and pedagogical practices (i.e., understanding students’ needs and personalizing teaching and content creation and resource development).
Conclusion: These findings suggest that ChatGPT can positively impact language teachers without necessarily sacrificing their jobs, which is the dominant concern in the current academic literature.
Скачивания
Литература
Al-khresheh, M. H. (2024). Bridging technology and pedagogy from a global lens: Teachers’ perspectives on integrating ChatGPT in English language teaching. Computers and Education: Artificial Intelligence, 6, 100218. https://doi.org/10.1016/j.caeai.2024.100218
Alexander, K., Savvidou, C., & Alexander, C. (2023). Who wrote this essay? Detecting AI-generated writing in second language education in higher education. Teaching English with Technology, 23(2), 25–43. https://doi.org/10.56297/BUKA4060/XHLD5365
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2014). Introduction to research in education. Cengage Learning.
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
Bonner, E., Lege, R., & Frazier, E. (2023). Large language model-based artificial intelligence in the language classroom: Practical ideas for teaching. Teaching English with Technology, 23(1), 23-41. https://doi.org/10.56297/BKAM1691/WIEO1749
Borg, S. (2015). Overview - beyond the workshop: CPD for English language teachers. In S. Borg (Ed.), Professional development for English language teachers: Perspectives from higher education in Turkey (pp. 5–13). BC.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616-630. https://doi.org/10.1007/s11528-022-00715-y
Chiu, T. K. F., Moorhouse, L. M., Chai, C. S., & Ismailov, M. (2023). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environment. https://doi.org/10.1080/10494820.2023.2172044
Compton, L. K. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73-99. https://doi.org/10.1080/09588220802613831
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson.
Czarniawska, B. (2004). Narratives in social science research. SAGE.
Eke, D. O. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible Technology, 13, 100060. https://doi.org/10.1016/j.jrt.2023.100060
Engwall, O., Lopes, J., Cumbal, R., Berndtson, G., Lindström, R., Ekman, P., Hartmanis, E., Jin. E., Johnston, E., Tahir, G., & Mekonnen, M. (2022). Learner and teacher perspectives on robot-led L2 conversation practice. ReCALL, 34(3), 344-359. https://doi.org/10.1017/S0958344022000027
Floris, F. D. (2021). Online continuing professional development. In H. Mohebbi., & C. Coombe (Eds.), Research questions in language education and applied linguistics. Springer. https://doi.org/10.1007/978-3-030-79143-8_115
Gamper, J., & Knapp, J. (2002). A review of intelligent CALL systems. Computer Assisted Language Learning, 15(4), 329-342. https://doi.org/10.1076/call.15.4.329.8270
Gao, Y., Wang, Q., & Wang, X. (2024). Exploring EFL university teachers’ beliefs in integrating ChatGPT and other large language models in language education: a study in China. Asia Pacific Journal of Education, 44(1), 29–44. https://doi.org/10.1080/02188791.2024.2305173
Godwin-Jones, R. (2023). Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse. Language Learning & Technology, 27(2), 6–27. https://hdl.handle.net/10125/73501
Han, T., & Sari, E. (2024). An investigation on the use of automated feedback in Turkish EFL students’ writing classes. Computer Assisted Language Learning, 37(4), 961-985. https://doi.org/10.1080/09588221.2022.2067179
Haristiani, N. (2019). Artificial intelligence (AI) chatbot as language learning medium: An inquiry. Journal of Physics: Conference Series, 1387(1), 012020. https://doi.org/10.1088/1742-6596/1387/1/012020
Heyder, A. (2019). Teachers’ beliefs about the determinants of student achievement predict job satisfaction and stress. Teaching and Teacher Education, 86, 1–9. https://doi.org/10.1016/j.tate.2019.102926
Hubbard, P. (2023). Contextualizing and adapting teacher education and professional development. In D. Tafazoli & M. Picard (Eds.), Handbook of CALL teacher education and professional development (pp. 3-14). Springer. https://doi.org/10.1007/978-981-99-0514-0_1
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning – are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/10.1111/jcal.12610
Inceoglu, S., Chen, W., & Lim, H. (2023). Assessment of L2 intelligibility: Comparing L1 listeners and automatic speech recognition. ReCALL, 35(1), 89-104. https://doi.org/10.1017/S0958344022000192
Jeon, J. (2023). Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis. Computer Assisted Language Learning, 36(7), 1338-1364 https://doi.org/10.1080/09588221.2021.1987272
Ji, H., Han, I., & Ko, Y. (2023). A systematic review of conversational AI in language education: Focusing on the collaboration with human teachers. Journal of Research on Technology in Education, 55(1), 48-63. https://doi.org/10.1080/15391523.2022.2142873
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., & Stadler, M. (2023). ChatGPT for good? On opportunities and challenges of Large Language Models for education. Learning and Individual Differences, 103(102274). https://doi.org/10.1016/j.lindif.2023.102274
Khazaie, S., & Ebadi, S. (2023). Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for medical purposes. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2023.2173612
Kohnke, L. (2022) A pedagogical chatbot: A supplemental language learning tools. RELC Journal. https://doi.org/10.1177/00336882211067054
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 5(4), 537-550. https://doi.org/10.1177/00336882231162868
Kostka, I., & Toncelli, R. (2023). Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations. TESL-EJ, 27(3). https://doi.org/10.55593/ej.27107int
Kuhail, M. A., Alturki, N., Alramlawi, S., Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28, 973–1018. https://doi.org/10.1007/s10639-022-11177-3
Lamb, M., & Wyatt, M. (2019). Teacher motivation: The missing ingredient in teacher education. In S. Mann & S. Walsh (Eds.), The Routledge handbook of English language teacher education (pp. 522-535). Routledge.
Lichtman, M. (2013). Qualitative research in education: A user’s guide (3rd ed.). SAGE.
Liu, G. L., & Wang, Y.(2024). Modeling EFL teachers’ intention to integrate informal digital learning of English (IDLE) into the classroom using the theory of planned behavior. System, 120, 103193. https://doi.org/10.1016/j.system.2023.103193
Liu, G. L., Darvin, R., & Ma, C. (2024). Exploring AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation of Chinese EFL learners’ AI adoption and experiences. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2024.2310288
McCallum, L. (2023). New takes on developing intercultural communicative competence: Using AI tools in telecollaboration task design and task completion. Journal for Multicultural Education, 18(1-2), 153-172. https://doi.org/10.1108/JME-06-2023-0043
McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276-282. https://pubmed.ncbi.nlm.nih.gov/23092060
Nami, F. (2023). CALL teacher education models, methods, and theoretical groundings: A systematic review of the studies in under-represented contexts. In: D. Tafazoli & M. Picard (Eds.), Handbook of CALL teacher education and professional development (pp. 483-503). Springer. https://doi.org/10.1007/978-981-99-0514-0_28
Orvik, A., Larun, L., Berland, A., & Ringsberg, K. C. (2013). Situational factors in focus group studies: A systematic review. International Journal of Qualitative Methods, 12(1), 338-358. https://doi.org/10.1177/160940691301200116
Rardin, J. (1977). The language teacher as facilitator. TESOL Quarterly, 11(4), 383–387. https://doi.org/10.2307/3585734
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Teaching & Learning, 6(1), 342-362. https://doi.org/10.37074/jalt.2023.6.1.9
Salmons, J. (2014). Qualitative online interviews: Strategies, design, and skills (2nd ed.). SAGE.
Saville, N. (2023). The future of language learning in the era of ChatGPT. Journal of e-Learning and Knowledge Society, 19(3), 6-10. https://doi.org/10.20368/1971-8829/1135875
Schulze, M. (2008). Interfaces in Intelligent CALL. Computer Assisted Language Learning, 21(4), 301-303. https://doi.org/10.1080/09588220802393608
Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20(4), 365-383. https://doi.org/10.1080/09588220701745817
Stockwell, G. (2009). Teacher education in CALL: Teaching teachers to educate themselves. International Journal of Innovation in Language Learning and Teaching, 3(1), 99-112. https://doi.org/10.1080/17501220802655524
Tlili, A., Shehata, B., Adarkwah, M.A., Bozkurt, A., Hickey, D.T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
Trust, T., Whalen, J., & Mouza, C. (2023). Editorial: ChatGPT: Challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1), 1-23. https://www.learntechlib.org/p/222408
Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28, 13943–13967. https://doi.org/10.1007/s10639-023-11742-4
Yan, L., Sha, L., Zhao, L., Li, Y., Martinez-Maldonado, R., Chen, G., Li, Z., Jin, Y., & Gašević, D. (2024). Practical and ethical challenges of large language models in education: A systematic scoping review. British Journal of Educational Technology, 55(1), 90-112. https://doi.org/10.1111/bjet.13370
Yin, R. K. (2018). Case study research: Design and methods. SAGE.
Yuan, Y., Li, H. & Sawaengdist, A. (2024). The impact of ChatGPT on learners in English academic writing: opportunities and challenges in education. Language Learning in Higher Education, 14(1), 41-56. https://doi.org/10.1515/cercles-2023-0006
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators?. International Journal of Educational Technology in Higher Education, 16(1), 1-27. https://doi.org/10.1186/s41239-019-0171-0
Copyright (c) 2025 Национальный исследовательский университет «Высшая школа экономики»
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
Авторы, публикующие статьи в журнале, соглашаются с условиями политики авторских прав.
