ChatGPT in ESL Classrooms: A Dual Perspective
DOI:
https://doi.org/10.17507/tpls.1602.20Keywords:
ChatGPT, drawbacks, English language learning and teaching, strengths, studentsAbstract
In today's academic context, academicians and learners experiment with various ways of incorporating ChatGPT to enhance teaching and learning experiences. While an increasing amount of research focuses on the use of chat generative pre-trained transformer (ChatGPT) in English language learning, there seems to be limited scholarly exploration that offers a thorough examination of the potential strengths, drawbacks, and tactics for the efficient integration of ChatGPT in English language teaching and learning. This study addresses this gap in the literature by concentrating on the prospects, obstacles, and methodologies associated with using ChatGPT in English language teaching and learning. It researches into the perspectives of both teachers and students regarding the utilization of ChatGPT in academic context. Additionally, the paper provides an understanding of how teachers can encourage students to maximize the advantages of ChatGPT. (N=29) EFL instructors and (N=105) undergraduate students, both male and female EFL learners studying at a public university in Saudi Arabia have participated in this study. Two sets of questionnaires consisting of closed items were distributed to teachers and students. The data were analysed using SPSS version 26. 0. Based on the findings, the paper provides recommendations for educators and learners to maximize the benefits of ChatGPT.
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