What Do Teachers Think About ChatGPT? Exploring ESL Teachers’ Perceptions in Pedagogical Practices, Professional Development, and Ethical Considerations
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Abstract
Background and Aim: The swift development of artificial intelligence (AI), particularly ChatGPT, has sparked a wide range of reactions among teachers and educators, particularly non-native English as a Second Language (ESL) teachers. This study explores teachers' perceptions of ChatGPT, focusing on its impact on pedagogical practices, professional development, and ethical concerns.
Materials and Methods: A literature review methodology was employed, analyzing published articles that examine ESL teachers' perceptions of using ChatGPT for educational purposes. The study specifically includes sources from Asian countries to gather implications of ChatGPT in ESL contexts.
Results: The findings reveal that many teachers view ChatGPT as a beneficial tool that can enhance teaching and professional development. However, concerns about academic integrity and reduced critical thinking of learners also emerged, highlighting the dual perspective on its educational impact.
Conclusion: The study underscores the importance of continuous evaluation of AI tools like ChatGPT in educational settings and the need for AI literacy among teachers. Future research should include a broader geographical scope and longitudinal studies to track evolving perceptions as AI technology continues to develop.
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