Key points are not available for this paper at this time.
Despite the use of ChatGPT in education in education becoming an emerging area of interest, teachers’ experiences in using it for English language teaching require further exploration. The present study aimed to examine teachers’ experiences of using ChatGPT for English language teaching. For this purpose, an exploratory case study using semi-structured interviews was employed, with 15 teachers from two universities in Indonesia as sample representatives. The findings showed that ChatGPT facilitates teaching activities and assists teachers in writing books and articles. The teachers derived advantages from using ChatGPT to design lesson plans, prepare teaching activities and materials, create assessments, translate text, paraphrase sentences, enhance vocabulary, and improve grammar and syntax. This study showed that ethical issues and inaccuracy of information were among the major drawbacks of using this AI chatbot. An interesting finding was that teachers used ChatGPT because of its convenience in terms of anonymity, third-party data protection, and conversation privacy. Teachers pointed out redesigning assessments and enhancing digital competencies as crucial steps to mitigate potential misuse. This study offers the pedagogical implication that language educators must enhance their digital competencies specifically related to the use of AI-driven tools in language education.
Nugroho et al. (Mon,) studied this question.