Embracing ChatGPT for Enhanced English as a Foreign Language Learning and Teaching: Teachers’ Attitudes
Fatma Zohra HADJ AMEUR
FLPATP Lab, Department of English, Abou Bekr
Belkaid University, Tlemcen, Algeria
fatmazohra.hadjameur@univ-tlemcen.dz
https://orcid.org/0009-0009-4499-3677
Fatima Zohra BELKHIR
FLPATP Lab, Department of English, Abou Bekr
Belkaid University, Tlemcen, Algeria
fatimazohra.belkhir@univ-tlemcen.dz
https://orcid.org/0000-0002-0075-8247
Abstract
Recent Artificial Intelligence advances have revolutionized education, particularly language learning. ChatGPT, a ground-breaking chatbot, holds transformative potential for English as a foreign language education where there is a constant need for integrating novel technologies to enhance teaching efficiency and learning outcomes. A question arises herein about teachers’ perspectives considering their pivotal role in shaping students’ learning experiences. In response, this study aims to investigate teachers’ attitudes towards the use of ChatGPT in learning and teaching. To this end, a questionnaire was employed to collect data among teachers across the English departments of Tlemcen University, Blida 2 University and Batna 2 University, Algeria. The research’s main findings reveal the teachers’ prevailing worry regarding the risks associated with students’ usage of ChatGPT (e.g., misuse, over-reliance) despite acknowledging several benefits (e.g., facilitating vocabulary acquisition, and improving reading comprehension). Nonetheless, they demonstrated a willingness to use ChatGPT in teaching, underscoring its utility for saving time and overcoming resource constraints among other uses. Accordingly, this study will contribute pertinent insights into the effective implementation of ChatGPT as a teaching-learning aid
Keywords: ChatGPT, English as a foreign language, learning, teaching, teachers’ attitudes
DOI:
https://doi.org/10.70091/atras/AI.12
How to Cite this Paper :
Hadj Ameur, F. Z., & Belkhir, F. Z. (2024). Embracing ChatGPT for Enhanced English as a Foreign Language Learning and Teaching: Teachers’ Attitudes. Atras Journal, 5 (Special Issue), 196-209.
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