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

Oksana Chugai; Iryna Lytovchenko; Oksana Synekop

doi:10.1590/1983-3652.2025.56839

Autores/as

Oksana Chugai National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Department of English for Engineering Nº 2, Kyiv, Ukraine https://orcid.org/0000-0002-2118-8255
Iryna Lytovchenko National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Department of English for Engineering Nº 2, Kyiv, Ukraine https://orcid.org/0000-0002-8578-3985
Oksana Synekop National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Department of English for Engineering Nº 2, Kyiv, Ukraine https://orcid.org/0000-0001-6191-6264

DOI:

https://doi.org/10.1590/1983-3652.2025.56839

Palabras clave:

English as a Second Language (ESL), Artificial intelligence (AI), ChatGPT, University teacher, Professional development

Resumen

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.

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Biografía del autor/a

Iryna Lytovchenko, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Department of English for Engineering Nº 2, Kyiv, Ukraine

PhD. in Pedagogy,

Professor, Department of English for Engineering N2 National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” 37 Beresteyskyi Ave, 03056, Kyiv, Ukraine
Oksana Synekop, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Department of English for Engineering Nº 2, Kyiv, Ukraine

Associate Professor, Department of English for Engineering №2, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, 37 Beresteyskyi Ave, Kyiv, 03056, tel.: (097) 3492034

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