University teachers’ perceptions, experiences and implications for using ChatGPT in ESL

Abstract Artificial Intelligence (AI) has become an inseparable part of higher education, affecting the various educational environments. Teachers play a vital role in adopting new educational tools, including AI technology. However, the use of AI, ChatGPT in particular, in language learning remains under-investigated. This study aims to explore English as a Second Language (ESL) teachers’ perceptions of using ChatGPT, their hands-on experiences and implications for future research. We used a mixed research design to collect quantitative and qualitative data based on a five-point Likert scale. Key findings indicate that nearly sixty percent of ESL teachers were satisfied with ChatGPT’s assistance, and half thought it positively influenced their performance as ESL teachers. ChatGPT was easy to use for two-thirds of respondents. However, more than half of ESL teachers described challenges like faulty or irrelevant information that needed checking, low-quality responses and ethical issues. Interestingly, the majority of ESL teachers would recommend implementing ChatGPT into teaching. Whereas it saves time for teachers doing routine tasks, providing immediate feedback and generating ideas, it is evident that ESL teachers need more training in developing AI literacy. This exploratory study requires further research, which could investigate perceptions of educators with wider levels of expertise and areas of professional interest.