Teachers’ Attitudes about the Feasibility of Using ChatGPT in English Classes
Nabila YOUSFI
Khenchela University, Algeria
yousfinabila99@gmail.com
https://orcid.org/0009-0003-9060-9134
Abstract
It is becoming prevalent nowadays to resort to artificial intelligence tools to find solutions to problems considered new or challenging. One example of these tools is Chat GPT. Even though practitioners in the educational arena consider the functions of Chat GPT as extraordinary, they have always complained about the manifested overdependence upon this tool. This work aims at gauging teachers’ attitudes about the feasibility of using Chat GPT in classes of English as a Foreign Language (EFL). Conducting this research can help teachers and students ascertain the right way of using Chat GPT and the areas wherein this tool can be most productive. Accordingly, a semi-structured interview with seven teachers at the Department of English at Khenchela University was conducted. Findings maintained that EFL teachers at Khenchela University do not support the implementation of Chat GPT in their classes because learners’ performance would be devoid of all cultural, affective, and interactive attributes. Accordingly, choosing to use Chat GPT in language-based classes should be accompanied by some working knowledge about the way this tool can help students acquire the language and enhance their performance in the four language skills.
Keywords: Artificial intelligence, Chat GPT, EFL classes, feasibility, teachers’ attitudes, teaching-learning process
DOI:
https://doi.org/10.70091/atras/AI.37
How to Cite this Paper :
Yousfi, N. (2024). Teachers’ attitudes about the feasibility of using ChatGPT in English classes: The case study of EFL teachers at Khenchela University. Atras Revue, 5(Special Iusse), 586-598.
References:
Cloud Academy Team. (2023, October 30). Types of AI explained. Cloud Academy. https://cloudacademy.com/blog/types-of-ai/
Dikilitaş, K., Klippen, M. I. F., & Keles, S. (2024). A Systematic Rapid Review of Empirical Research on Students’ Use of ChatGPT in Higher Education. Nordic Journal of Systematic Reviews in Education, 2.
Drue, J. (2023, March 31). What is Chat GPT? Lighthouse Guild. https://lighthouseguild.org/what-is-chat-gpt/
Guinness, H. (2023, September 26). What is artificial general intelligence (AGI)? Zapier. https://zapier.com/blog/artificial-general-intelligence
Hetler, A. (2023, December 15). ChatGPT. Tech Target. https://www.techtarget.com/whatis/definition/ChatGPT
Hutanu, A. (2023, February 22). How ChatGPT works and AI, ML & NLP Fundamentals. Pentalog. https://www.pentalog.com/blog/tech-trends/chatgpt-fundamentals
Islam, B., & Mumu, S. H. (2024). Teacher’s perceptions and hesitancy: Integrating ChatGPT as a tool in English language learning. International Journal of Studies in Education and Science, 5(2), 84-96.
Jiang, R. (2022). How does artificial intelligence empower EFL teaching and learning nowadays? Frontiers in Psychology, 13, 1049401. https://doi.org/10.3389/fpsyg.2022.104940
Joshi, N. (2019, June 20). 7 Types of Artificial Intelligence. Forbes. https://www.forbes.com/sites/cognitiveworld/2019/06/19/7-types-of-artificial-intelligence/?sh=1d59bc3c233e
Kyle, H. (2023, June 15). ChatGPT Explained Completely. [YouTube]. https://www.youtube.com/watch?v=-4Oso9-9KTQ
Nguyen Thi Thu, H. (2023). EFL teachers’ perspectives toward the use of ChatGPT in writing Classes: A case study at Van Lang University. Nguyen, TTH (2023). EFL Teachers’ Perspectives toward the Use of ChatGPT in Writing Classes: A Case Study at Van Lang University. International Journal of Language Instruction, 2(3), 1-47.
Phuong, H. P. X. (2024). Using ChatGPT in English Language Learning: A Study on IT Students’ Attitudes, Habits, and Perceptions. Online Submission, 4(1), 55-68.
Ray, P. P. (2023). ChatGPT: A comprehensive review of background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, 3, 121–154. https://doi.org/10.1016/j.iotcps.2023.04.003
Saeed, M. (2023, January 5). A Gentle Introduction to Positional Encoding in Transformer Models, Part 1. MachineLearningMastery.com. https://machinelearningmastery.com/a-gentle-introduction-to-positional-encoding-in-transformer-models-part-1/
Sanyal, P. (2023, June 17). ChatGPT Under the hood: The Architecture blocks. https://www.linkedin.com/pulse/chatgpt-under-hood-architecture-blocks-pradeep-sanyal
Wolfram, S. (2023). What Is ChatGPT Doing … and Why Does It Work? Wolfram Media Inc. https://writings.stephenwolfram.com/2023/02/what-is-chatgpt-doing-and-why-does-it-work
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212-224.
Copyright for all articles published in ATRAS belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.