Using ChatGPT in EFL Context: What Do EFL Teachers Think About It?
DOI:
https://doi.org/10.46328/ijte.5323Keywords:
ChatGPT, EFl, Generative artificial intelligence, Attitudes, Qualitative analysisAbstract
The aim of this study was to reveal EFL teachers’ attitudes, feelings, opinions, and experiences regarding ChatGPT in EFL classrooms. A case study design was employed in this qualitative study and it was conducted with 14 EFL teachers (9 females, 5 males) teaching English at different universities in Türkiye in the academic year of 2024-2025. The data were collected using a semi-structured interview form developed by the researchers and the collected qualitative data were analyzed using the thematic analysis method. The study revealed that attitudes, opinions, and experiences of the EFL teachers are covered under the themes of attitude, actual usage, language skills, benefits, disadvantages, challenges, and role of ChatGPT. Also, various sub-themes were identified under these themes. This study shows that ChatGPT can provide many benefits for EFL teaching/learning practices and it can lighten the workload of EFL teachers and provide students with more authentic, interactive, and personalized language learning opportunities. However, it has some potential drawbacks and challenges which indicate that ChatGPT comes with its own unique set of downsides in addition to its potential benefits regarding EFL learning environments.
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