‘To generate or stop generating response’: Exploring EFL teachers’ perspectives on ChatGPT in English language teaching in Thailand

ABSTRACT

The present research explores the perspectives of English as a foreign language (EFL) teachers at a Thai university regarding ChatGPT as a language teaching tool. Seventeen EFL teachers completed an online interview survey, while three of these teachers engaged in a subsequent individual interview in person. Utilising a qualitative descriptive research paradigm, the results indicate that the participants exhibited positive attitudes towards ChatGPT and acknowledged its diverse applications, including lesson preparation and language activity creation. The participants also highlighted the limitations of ChatGPT, particularly in its dependability, trustworthiness, and capacity to promote excessive student dependence. This study makes a valuable contribution to the extant literature by illuminating the potential benefits and drawbacks of utilising ChatGPT in language education.

KEYWORDS:

• artificial intelligence
• ChatGPT
• education
• EFL teachers
• language teaching

Disclosure statement

No potential conflict of interest was reported by the authors.