| Exploring EFL Teachers' Perceptions of Using ChatGPT in Their Practice: Opportunities, Challenges, and Implications for Professional Development |
| کد مقاله : 1041-ELTCONF7. (R1) |
| نویسندگان |
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امین بیگ وردی *1، ژاله حساس خواه2، علی سلطانی3 1Ph.D. Candidate in Applied Linguistics, Department of English Language and Literature, Faculty of Humanities, University of Guilan, Rasht, Iran 2Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities, University of Guilan, Rasht, Iran 3Associate Professor of Applied Linguistics, Department of English Language Teaching, School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran |
| چکیده مقاله |
| The integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) education presents both opportunities and challenges, particularly through tools like ChatGPT, which offer personalized feedback, adaptive learning, and enhanced student engagement. This qualitative study explores Iranian EFL teachers’ perceptions of using ChatGPT in their teaching practices, focusing on its benefits, challenges, and implications for pedagogical adaptation and professional development. Semi-structured interviews with 12 teachers revealed that ChatGPT supports personalized instruction, fosters learner autonomy, and simulates realistic conversational practice, enhancing language learning outcomes. However, concerns emerged regarding ethical issues such as plagiarism and data privacy, over-reliance on AI by students, and the tool’s inability to address cultural and contextual nuances in language use. Practical barriers, including unequal access to technology and limited teacher training, were also highlighted. Teachers emphasized the importance of using AI as a supplementary tool within a blended learning framework, integrating it into curricula, and scaffolding its use to promote critical thinking and digital literacy. Professional development needs were strongly emphasized, with calls for training programs that address both technical and pedagogical aspects of AI use, as well as institutional policies to ensure ethical and equitable implementation. The findings underscore a generational divide in attitudes toward AI adoption, with younger teachers demonstrating greater enthusiasm compared to older counterparts. Overall, this study advances the broader discourse on AI in education by providing concrete recommendations for teacher training, curriculum integration, and ethical policymaking to foster effective and responsible use of AI technologies in EFL contexts. |
| کلیدواژه ها |
| Keywords: AI Integration, ChatGPT in Education, EFL Teaching, Professional Development, Teacher Perception. |
| وضعیت: پذیرفته شده برای ارائه شفاهی |