Exploring EFL Teachers’ Adaptability and Perceptions of ChatGPT Integration in English Language Education

As artificial intelligence (AI) becomes more embedded in education, understanding how teachers adapt to these tools is critical. This study examined English as a Foreign Language (EFL) teachers’ experiences, attitudes, and adaptability when using ChatGPT for instruction and assessment. An online survey was completed by ۹۳ EFL teachers from diverse cultural and professional backgrounds. Findings revealed generally positive views of ChatGPT’s ability to streamline feedback, foster learner independence, and lighten workload. However, concerns about academic integrity, AI accuracy, and student overreliance were prominent. Teachers with prior AI experience showed greater confidence and openness to integration. The results underscore the need for balanced, informed AI adoption that preserves human elements—creativity, empathy, and critical thinking—while harnessing technological efficiency. Implications include targeted teacher training, ethical guidelines, and pedagogical innovation for sustainable AI use in EFL settings.

کلیدواژه ها:

Artificial Intelligence (AI) ، ChatGPT ، EFL Teachers ، Adaptability ، Language Instruction