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

Oksana Chugai National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” 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

Palavras-chave:

Inglês como Segunda Língua (ESL), Inteligência Artificial (IA), ChatGPT, Professores universitários, Desenvolvimento profissional

Resumo

A Inteligência Artificial (IA) tornou-se uma parte inseparável do ensino superior, afetando os diversos ambientes educacionais. Os professores desempenham um papel vital na adoção de novas ferramentas educacionais, incluindo a tecnologia de IA. No entanto, o uso de IA, em particular o ChatGPT, na aprendizagem de línguas continua pouco investigado. Este estudo tem como objetivo explorar as percepções dos professores de Inglês como Segunda Língua (ESL, na sigla em inglês) sobre o uso do ChatGPT, suas experiências práticas e implicações para pesquisas futuras. Utilizamos um desenho de pesquisa misto para coletar dados quantitativos e qualitativos com base em uma escala Likert de cinco pontos. As principais conclusões indicam que quase sessenta por cento dos professores de ESL ficaram satisfeitos com a assistência do ChatGPT, e metade deles considerou que isso influenciou positivamente o seu desempenho como professores de ESL. O ChatGPT foi fácil de usar para dois terços dos entrevistados. No entanto, mais de metade dos professores de ESL descreveram desafios como informações defeituosas ou irrelevantes que precisavam de ser verificadas, respostas de baixa qualidade e questões éticas. Curiosamente, a maioria dos professores de ESL recomendaria a implementação do ChatGPT no ensino. Embora economize tempo para os professores realizarem tarefas rotineiras, fornecendo feedback imediato e gerando ideias, é evidente que os professores de ESL precisam de mais formação no desenvolvimento da literacia em IA. Este estudo exploratório requer mais pesquisas que possam investigar as percepções de educadores com níveis mais amplos de especialização e áreas de interesse profissional.

Downloads

Os dados de download ainda não estão disponíveis.

Biografia do Autor

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

Referências

ALJOHANI, Reema Ali. Teachers and students’ perceptions on the impact of artificial intelligence on English language learning in Saudi Arabia. Journal of Applied Linguistics and Language Research, v. 8, n. 1, p. 36–47, 2021. Accessed on 12 Apr. 2025. Available from: https://www.jallr.com/index.php/JALLR/article/view/1156.

BERECZKI, Enikő Orsolya; KÁRPÁTI, Andrea. Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity, v. 39, p. 1–27, 2021. Accessed on 12 Apr. 2025. DOI: 10.1016/j.tsc.2021.100791.

CHAN, Cecilia Ka Yuk; HU, Wenjie. Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology, v. 20, p. 1–18, 2023. Accessed on 10 Apr. 2025. DOI: 10.1186/s41239-023-00411-8.

COPE, Chris; WARD, Peter. Integrating learning technology into classrooms: The importance of teachers’ perceptions. Journal of Educational Technology and Society, v. 5, n. 1, p. 67–74, 2002. Accessed on 10 Apr. 2025. Available from: http://www.jstor.org/stable/jeductechsoci.5.1.67.

DALALAH, Doraid; DALALAH, Osama Mohammad Ameen. The false positives and false negatives of generative AI detection tools in education and academic research: The case of ChatGPT. The International Journal of Management Education, v. 21, n. 2, p. 1–13, 2023. Accessed on 10 Apr. 2025. DOI: 10.1016/j.ijme.2023.100822.

DENG, Feng; CHAI, Ching Sing; TSAI, Ching‑Chung; LEE, Min‑Hsien. The relationships among Chinese practicing teachers’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. Educational Technology and Society, v. 17, n. 2, p. 245–256, 2014. Accessed on 10 Apr. 2025. Available from: http://www.jstor.org/stable/jeductechsoci.17.2.245.

DING, Ai‑Chu Elisha; OTTENBREIT‑LEFTWICH, Anne; LU, Ya‑Huei; GLAZEWSKI, Krista. EFL teachers’ pedagogical beliefs and practices with regard to using technology. Journal of Digital Learning in Teacher Education, v. 35, n. 1, p. 20–39, 2019. Accessed on 10 Apr. 2025. DOI: 10.1080/21532974.2018.1537816.

ERTMER, Peggy. Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, v. 53, n. 4, p. 25–39, 2005. Accessed on 10 Apr. 2025. DOI: 10.1007/bf02504683.

FARRELL, Thomas. Reflecting on teacher‑student relations in TESOL. ELT Journal, v. 69, n. 1, p. 26–34, 2015. Accessed on 5 Apr. 2025. DOI: 10.1093/elt/ccu033.

HERFTEDUCATOR. A teacher’s prompt guide to ChatGPT aligned with “What Works Best”. [S. l.: s. n.], 2023. Online guide. Accessed on 12 Apr. 2025. Available from: https://usergeneratededucation.files.wordpress.com/2023/01/a-teachers-prompt-guide-to-chatgpt-aligned-with-what-works-best.pdf.

HIÉ, Anthony. ChatGPT in higher education… or the fear of a revolution in the making. Accessed on 5 Apr. 2025. 2023. Available from: https://www.governancenow.com/views/columns/chatgpt-in-higher-education-or-the-fear-of-a-revolution-in-the-making.

HOLMES, Wayne; TUOMI, Ilkka. State of the art and practice in AI in education. European Journal of Education, v. 57, p. 542–570, 2022. Accessed on 5 Apr. 2025. DOI: 10.1111/ejed.12533.

HOWARD, Sarah; GIGLIOTTI, Amanda. Having a go: looking at teachers’ experience of risk‑taking in technology integration. Education and Information Technologies, v. 21, n. 5, p. 1351–1366, 2016. Accessed on 15 Apr. 2025. DOI: 10.1007/s10639-015-9386-4.

HSU, Pi‑Sui. Examining current beliefs, practices and barriers about technology integration: a case study. TechTrends, v. 60, p. 30–40, 2016. Accessed on 7 Apr. 2025. DOI: 10.1007/s11528-015-0014-3.

HUANG, Fang; TEO, Timothy; ZHOU, Mingming. Factors affecting Chinese English as a foreign language teachers’ technology acceptance: A qualitative study. Journal of Educational Computing Research, v. 57, n. 1, p. 83–105, 2019. Accessed on 8 Apr. 2025. DOI: 10.1177/0735633117746168.

HUANG, Xinyi; ZOU, Di; CHENG, Gary; CHEN, Xieling; XIE, Haoran. Trends, research issues and applications of artificial intelligence in language education. Educational Technology & Society, v. 26, n. 1, p. 112–131, 2023. Accessed on 8 Apr. 2025. Available from: https://www.jstor.org/stable/48707971.

INSTEFJORD, Elen; MUNTHE, Elaine. Educating digitally competent teachers: A study of integration of professional digital competency in teacher education. Teaching and Teacher Education, v. 67, p. 37–45, 2017. Accessed on 8 Apr. 2025. DOI: 10.1016/j.tate.2017.05.016.

IQBAL, Nayab; AHMED, Hassaan; AZHAR, Kaukar Abid. Exploring teachers’ attitudes towards using ChatGPT. Global Journal for Management and Administrative Sciences, v. 3, n. 4, p. 97–111, 2023. Accessed on 23 Apr. 2025. DOI: 10.46568/gjmas.v3i4.163.

IVANISHCHENKO, Kateryna. Ukrainian teacher: Analysis of Ukrainian education problems (by Talis methodology). UERA, Educational Insights: Theory and Practice, v. 1, 2020. Accessed on 15 Apr. 2025.Available from: http://ei.udpu.edu.ua/index.

JI, Hyangeun; HAN, Insook; KO, Yujung. A systematic review of conversational AI in language education: Focusing on the collaboration with human teachers. Journal of Research on Technology in Education, v. 55, n. 1, p. 48–63, 2022. Accessed on 22 Apr. 2025. DOI: 10.1080/15391523.2022.2142873.

KIM, Sunyoung; SHIM, Joobo; SHIM, Jaechang. A study on the utilization of OpenAI ChatGPT as a second language learning tool. Journal of Multimedia Information System, v. 10, n. 1, p. 79–88, 2023. Accessed on 21 Apr. 2025. DOI: 10.33851/jmis.2023.10.1.79.

KOHNKE, Lucas; MOORHOUSE, Benjamin Luke; ZOU, Di. ChatGPT for language teaching and learning.

RELC Journal, v. 54, n. 2, p. 537–550, 2023. Accessed on 12 Apr. 2025. DOI: 10.1177/00336882231162868.

KOSTKA, Ilka; TONCELLI, Rachel. Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations. The Electronic Journal for English as a Second Language, v. 27, n. 3, 2023. Accessed on 12 Apr. 2025. DOI: 10.55593/ej.27107int.

LISOVA, Tetiana. Gender portrait of Ukrainian teachers. [S. l.], 2018. Accessed on 9 Apr. 2025. Available from: http://gestproject.eu/wp-content/uploads/2016/11/Lisova_Kyiv.pdf.

MAGEIRA, Kleopatra; PITTOU, Dimitra; PAPASALOUROS, Andreas; KOTIS, Konstantinos; ZANGOGIANNI, Paraskevi; DARADOUMIS, Athanasios. Educational AI chatbots for content and language integrated learning. Applied Sciences, v. 12, n. 7, p. 1–16, 2022. Accessed on 16 Apr. 2025. DOI: 10.3390/app12073239.

MAVROPOULOU, Eleni; ARVANITIS, Panagiotis. Integration of artificial intelligence on teaching and learning French as foreign language: A case study. In: ICER Proceedings. [S. l.: s. n.], 2023. p. 7591–7595. Accessed on 15 Apr. 2025. DOI: 10.21125/iceri.2023.1897.

MENIADO, Joel. The impact of ChatGPT on English language teaching, learning, and assessment: A rapid review of literature. Arab World English Journal, v. 14, n. 4, p. 3–18, 2023. Accessed on 25 Apr. 2025. DOI: 10.24093/awej/vol14no4.1.

NGUYEN, Thi Thu Hang. EFL teachers’ perspectives toward the use of ChatGPT in writing classes: A case study at Van Lang University. International Journal of Language Instruction, v. 2, n. 3, p. 1–47, 2023. Accessed on 13 Apr. 2025. DOI: 10.54855/ijli.23231.

OTTENBREIT‑LEFTWICH, Anne T.; KOPCHA, Theodore J.; ERTMER, Peggy A. Information and communication technology dispositional factors and relationship to information and communication technology practices. In: VOOGT, Joke; KNEZEK, Gerald; CHRISTENSEN, Rita; LAI, Kwok‑Wai (eds.). Second handbook of information technology in primary and secondary education. [S. l.]: Springer International Publishing, 2018. Accessed on 12 Apr. 2025. p. 309–333. DOI: 10.1007/978-3-319-71054-9_27.

PATEL, Fay. Learning analytics: Framing the right question for the right data to impact teaching and learning effectiveness. Academia Letters, p. 1–5, 2021. Accessed on 12 Apr. 2025. DOI: 10.20935/al2974.

PAVLIK, John. Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, v. 78, p. 84–93, 2023. Accessed on 11 Apr. 2025. DOI: 10.1177/10776958221149577.

PERELLI‑HARRIS, Brienna; HILEVYCH, Yuliya. The triple burden of depopulation in Ukraine: Examining perceptions of population decline. Vienna Yearbook of Population Research, v. 21, p. 245–275, 2023. Accessed on 11 Apr. 2025. DOI: 10.1553/p-azcj-d4f4.

PETRUCHENIA, Hanna; VOROVKA, Margarita. Gender issues of Ukrainian higher education. Chemistry: Bulgarian Journal of Science Education, v. 23, n. 5, p. 655–664, 2014. Accessed on 5 Apr. 2025. Available from: https://www.researchgate.net/publication/339236720.

SCHRÖDER, Nadine; DONAT, Sophia. ‘Give and take’ – higher education teachers using open educational resources. Research in Learning Technology, v. 31, p. 1–14, 2023. Accessed on 4 Apr. 2025. DOI: 10.25304/rlt.v31.2916.

SUMAKUL, Dian Toar. When robots enter the classrooms: Implications for teachers. In: E‑PROCEEDING of the international conference on embedding artificial intelligence (AI) in education policy and practice for Southeast Asia. [S. l.: s. n.], 2019. p. 42–48. Accessed on 4 Apr. 2025. Available from: https://www.researchgate.net/publication/338660531_When_robots_enter_the_classrooms_Implications_for_teachers.

SUMAKUL, Dian Toar; HAMIED, Fuad Abdul. Amotivation in AI-injected EFL classrooms: Implications for teachers. Indonesian Journal of Applied Linguistics, v. 13, n. 1, p. 26–34, 2023. Accessed on 15 Apr. 2025. DOI: 10.17509/ijal.v13i1.58254.

SUMAKUL, Dian Toar; HAMIED, Fuad Abdul; SUKYADI, Didi. Artificial intelligence in EFL classrooms: Friend or foe? LEARN Journal: Language Education and Acquisition Research Network, v. 15, n. 1, p. 232–256, 2022. Accessed on 13 Apr. 2025. Available from: https://so04.tci-thaijo.org/index.php/LEARN/article/view/256723.

SYNEKOP, Oksana; LYTOVCHENKO, Iryna; LAVRYSH, Yuliana; LUKIANENKO, Valentyna. Use of ChatGPT in English for engineering classes: Are students’ and teachers’ views on its opportunities and challenges similar? International Journal of Interactive Mobile Technologies (iJIM), v. 18, n. 3, p. 129–146, 2024. Accessed on 12 Apr. 2025. DOI: 10.3991/ijim.v18i03.45025.

WESTERLUND, Ruslana; CHUGAI, Oksana; PETRENKO, Serhii; ZUYENOK, Iryna. Teaching and learning English at higher educational institutions in Ukraine through pandemics and wartime. Advanced Education, v. 22, p. 12–26, 2023. Accessed on 15 Apr. 2025. DOI: 10.20535/2410-8286.283353.

WILSON, Joshua; AHRENDT, Cristina; FUDGE, Emily A.; RAICHE, Alexandria; BEARD, Gaysha; MACARTHUR, Charles. Elementary teachers’ perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation. Computers & Education, v. 168, p. 104208, 2021. Accessed on 18 Apr. 2025. DOI: 10.1016/j.compedu.2021.104208.

XIAO, Yangyu; ZHI, Yuying. An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, v. 8, n. 212, p. 1–12, 2023. Accessed on 18 Apr. 2025. DOI: 10.3390/languages8030212.

YAN, Da. Impact of ChatGPT on learners in an L2 writing practicum: An exploratory investigation. Education and Information Technologies, p. 1–25, 2023. Accessed on 18 Apr. 2025. DOI: 10.1007/s10639-023-11742-4.

ZAWACKI‑RICHTER, Olaf; MARÍN, Victoria I.; BOND, Melissa; GOUVERNEUR, Franziska. Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education, v. 16, n. 1, p. 16–39, 2019. Accessed on 11 Apr. 2025. DOI: 10.1186/s41239-019-0171-0.