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Benefits and Challenges of Using ChatGPT: An Exploratory Study on English

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‫م‬2023 ‫سبتمبر‬

22

Benefits and Challenges of Using ChatGPT: An

Exploratory Study on English Language Program

Jamal Kaid Mohammed Ali

Department of English, College of Arts, University of Bisha, Bisha, Saudi Arabia
jgmali@ub.edu.sa

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629 Benefits and Challenges of Using ChatGPT Jamal Kaid Mohammed Ali

Abstract
This study was conducted during the early stages of ChatGPT's emergence to explore
faculty members' perceptions of its benefits and challenges in the field of English as a
Foreign Language (EFL). Employing an exploratory descriptive research design, the study
gathered both quantitative and qualitative data from a sample of 58 faculty members at
the University of Bisha, Saudi Arabia. A questionnaire consisting of closed-ended and open-
ended items was utilized to collect information about the opportunities presented by
ChatGPT and the challenges it poses in the field of EFL. The results indicated that while
most EFL teachers held a highly positive view of ChatGPT's contribution to English
language teaching and learning in higher education, some expressed concerns regarding
issues such as plagiarism and overreliance on chatbots, with minimal effort from the
learners themselves. No differences were reported in the teachers' perceptions of the
benefits and challenges of using ChatGPT attributed to gender. Moreover, teachers with
teaching experience between 6-10 years had significantly more positive perceptions
compared to the other two groups. Based on these findings, the study suggests
conducting further research with a larger sample size to uncover the actual utilization of
ChatGPT and its impact on EFL learning and teaching. To harness the potential of this
technology effectively, teachers can incorporate ChatGPT-based teaching methods to
enhance students' language learning. The findings highlighted the importance of
providing training to teachers on how to engage students positively with ChatGPT while
mitigating its negative consequences.
Keywords: artificial intelligence, challenges, ChatGPT, English language teaching. opportunities

To cite this article (APA):

Ali, J. K. M. (2023) Benefits and challenges of using ChatGPT: An exploratory study on
English language program. University of Bisha Journal for Humanities, 2(2). 629-641
630 )‫م‬2023 ‫ سبتمبر‬- ‫هـ‬1445 ‫ العدد الثالث (صفر‬،‫مجلة جامعة بيشة للعلوم اإلنسانية‬

Introduction
The constant evolution of digital technology continually introduces us to new tools
and applications, which, in turn, facilitate the emergence of innovative learning models and
platforms such as electronic, blended, and online learning (Al-Kadi, 2020; Alzumor et al.,
2013; Bin-Hady & Al-Tamimi, 2021; Jeon, 2022; Mahyoob, 2020). Recent digital advancements,
particularly those in the past few years, have taken the world by surprise, ushering in an
era characterized by "AI bots, ambient intelligence, and the metaverse" (Godwin-Jones,
2023, p. 6). A notable example is the significant transformation brought about by ChatGPT
in 2023, which appears to herald a new era, one that raises profound questions. While
ChatGPT may not consistently demonstrate accuracy, it has the potential to outperform
humans in various domains, leading many to view it as a game-changer for science and
academia (Firat, 2023; Hong, 2023; Kohnke et al., 2023). Since its debut, educators,
policymakers, and students alike have been both impressed by its unprecedented
advantages and plagued by doubts (Ali et al., 2023; Bin-Hady et al., 2023; Farrokhnia et al.,
2023; Hong, 2023; Mohammed et al., 2023; Moulieswaran & Kumar, 2023; Shoufan, 2023).
Consequently, researchers have initiated studies to explore how to harness its capabilities
across various disciplines.
Much like the situation with previous technological advancements preceding
ChatGPT, educators and policymakers in academia have consistently sought ways to
incorporate many of these technologies into the formal curriculum. Furthermore, the rise
of informal and online learning approaches, which encourage learning in diverse settings,
has become increasingly prominent (Alzumor et al., 2013; Godwin-Jones, 2023). The
emergence of ChatGPT has positioned it as a frontrunner among various digital
technologies in the realm of language education. It has introduced new dimensions that
demand attention from teachers, curriculum designers, and policymakers. An urgent and
comprehensive response from educators at all levels is imperative to effectively manage
the significant impact of these technologies on language education.
However, the recent introduction of ChatGPT is still in its early stages, marked by
numerous uncertainties (Bin-Hady et al., 2023; Baskara & Mukarto, 2023; Kohnke et al., 2023;
Shoufan, 2023; Yan, 2023). While researchers have already initiated investigations into its
merits and drawbacks across various fields of study, there is a pressing need for an
exploratory study to assess the perceived advantages and challenges specific to the Saudi
EFL context. Such a study would serve to familiarize faculty members in the Saudi EFL
context with the potential opportunities and pitfalls of this emerging technology, as well
as other similar AI tools, ultimately enabling more effective utilization in English language
learning and teaching.

Research questions
This study explores the benefits and challenges that ChatGPT presents in English
language programs in Saudi Arabia, with a specific focus on the University of Bisha, where
English is taught as a Foreign Language (EFL). The study seeks to address the following
research questions:
631 Benefits and Challenges of Using ChatGPT Jamal Kaid Mohammed Ali

1. What opportunities does ChatGPT offer for language learning from the
perspectives of EFL teachers?
2. What challenges does ChatGPT pose from the perspectives of EFL teachers?
3. Are there significant differences in teachers' views based on gender and years of
teaching experience?
Literature Review
Human existence is becoming increasingly intertwined with digital technology. The
gradual acceptance of technology led to the development of the Technology Acceptance
Model (TAM), initially proposed by Davis et al. as far back as 1989. Proponents of TAM argue
that people embrace technology when it proves to be valuable and user-friendly.
Technology has now permeated the realms of language learning, teaching, and
assessment, with numerous handheld devices serving as digital companions for both
educators and learners (Moqbel & Al-Kadi, 2023). The application of these technologies is
guided by theories and frameworks such as Computer-Assisted Language Learning (CALL),
Mobile-Assisted Language Learning (MALL), and more recently, ChatGPT-based learning
(Bin-Hady et al., 2023). The last decade of the twentieth century and the early years of the
twenty-first century witnessed increasingly sophisticated uses of technology in everyday
life, including language education. Over time, individual users have grown accustomed to
these advancements, with new innovations and devices emerging periodically.
However, the emergence of ChatGPT, a successor to successful AI applications, surprised
the world, opening up new avenues of research for authors worldwide. As noted by Godwin-Jones
(2023, p. 6), it holds 'considerable potential for language learning' and contributes to 'creating
more complexity in the relationship between humans and the material world.' In the field of
English education, Kohnke et al. (2023) conducted a comprehensive examination of ChatGPT's
capabilities, educational advantages, and shortcomings in language learning and teaching. They
offered a framework for its ethical and efficient utilization as a groundbreaking language
chatbot. Stepanechko and Kozub (2023) delved into the perspectives of English educators
regarding the ethical application of ChatGPT and found that these educators are concerned
about distinguishing content generated by students from that produced by ChatGPT.
A series of studies form the foundational basis for the present investigation. For example,
Ali et al. (2023) conducted research on how ChatGPT affects the motivation of English language
learners in their English studies. Their study included 80 students and teachers from Yemen and
India. They examined disparities in the perspectives of students and teachers regarding
ChatGPT's influence on motivating students to enhance their language skills and engage in
English learning with intrinsic, autonomous, and extrinsic motivation. Their findings indicated a
strong consensus among both teachers and students that ChatGPT is a motivating factor for
improving reading and writing skills. However, there was limited agreement on its ability to
enhance motivation for listening and speaking skills. Similarly, in other motivation-related studies
(e.g., Muñoz et al., 2023; Zhou & Li, 2023), ChatGPT was found to have a positive impact on
university students' motivation, fostering increased interest and enjoyment in their learning
journey.
632 )‫م‬2023 ‫ سبتمبر‬- ‫هـ‬1445 ‫ العدد الثالث (صفر‬،‫مجلة جامعة بيشة للعلوم اإلنسانية‬

Similarly, Bin-Hady et al. (2023) explored the benefits of ChatGPT in English language
acquisition. They collected data from ResearchGate discussion comments after posting a
question about the impact of ChatGPT on students' language learning. The study also aimed to
create a model for English language researchers who believe it could guide users of the English
language toward the proper use of the ChatGPT application. Moreover, Firat (2023) and Shoufan
(2023) conducted other essential studies on ChatGPT in four countries. Shoufan explored the
potentials and challenges of ChatGPT in a computer engineering program, recruiting 56 senior
students. Although the study showed excitement about its human-like interface, the participants
were suspicious about the model answers provided by ChatGPT, which suggests a need for
human intervention to verify its outcomes within their domain. In line with Shoufan's study, Firat
(2023), using a thematic content analysis approach, explored teachers' and students'
perceptions of ChatGPT across four countries: Australia, Sweden, Canada, and Turkey. Like some
other studies on ChatGPT, this study outlined the benefits and barriers of ChatGPT, indicating
the necessity for further exploration of the topic in different contexts.
In addition, Chiu et al. (2023) investigated the application of self-determination theory in
Artificial Intelligence (AI) within a different yet relevant context. They examined teachers'
support for students using chatbots and its impact on student motivation. The researchers
believe that teachers should support and mediate students' learning through AI. The
experimental study employed the self-determination theory as its framework and explored the
role of teacher support in motivating students to learn through chatbots. The study found that
teacher support motivates novice learners to study effectively via chatbots more than proficient
learners. Additionally, it found that chatbots can benefit and motivate successful students. Prior
to 2023, several studies had examined AI in language learning and teaching. Using the SWOT
analysis framework, Farrokhnia et al. (2023) discussed not only the strengths but also the
potential threats of ChatGPT to education. These concerns included a lack of deep
comprehension, challenges in assessing response quality, potential bias and discrimination, and
a deficit in advanced cognitive abilities. The authors also identified issues involving a lack of
situational awareness, risks to academic ethics, the persistence of bias in educational settings,
and the widespread occurrence of plagiarism.
Even before ChatGPT, several studies had explored the use of AI-based tools for language
learning. For example, Chen et al. (2020) investigated the impact of chatbots as a tool for
learning Chinese vocabulary. The researchers applied the Technology Acceptance Model (TAM)
developed by Davis et al. (1989) to assess the effectiveness of chatbots in Chinese vocabulary
acquisition. Their study revealed that students experienced improvements in Chinese vocabulary
learning when using chatbots. Additionally, the research found that students perceived chatbots
as user-friendly, enhancing their enjoyment of learning Chinese vocabulary. Similarly, in the
academic year 2020/2021, Qasem et al. (2023) conducted an experimental study to examine the
influence of chatbots on English vocabulary learning. Their findings indicated that the use of
chatbots was beneficial for English as a Foreign Language (EFL) students in their pursuit of
English vocabulary acquisition.

With these studies in mind, it's important to note that many technological tools and
applications were not originally designed for language learning. However, language specialists,
633 Benefits and Challenges of Using ChatGPT Jamal Kaid Mohammed Ali

researchers, and educators have consistently sought ways to incorporate them into language
learning and teaching, starting with Computer-Assisted Language Learning (CALL) and later
Mobile-Assisted Language Learning (MALL) initiatives (Al-Kadi, 2013). In the twenty-first century,
a wide range of technological innovations has opened up new avenues for research to distinguish
between what is beneficial and what is not. Technological advancements show no signs of
slowing down; the future promises more surprises. Informed by the Technology Acceptance
Model (TAM), this current investigation explores the acceptance of ChatGPT within the Saudi
English as a Foreign Language (EFL) context. It uses an exploratory research design to provide
insights for teachers and curriculum designers regarding the advantages and challenges they
should anticipate in the years ahead.

Methodology
Research design
The study followed an exploratory design and gathered both quantitative and qualitative
data from a sample of teaching staff. This topic is framed within a perception framework (Rose et
al., 2020). Motivated by the need for a comprehensive understanding of the ChatGPT
phenomenon, an exploratory research design was adopted in the Saudi context during the peak
of ChatGPT's popularity in early 2023. The rationale for combining these two data types lies in the
recognition that "drawing an absolute line between qualitative and quantitative research projects
is never entirely satisfactory" (Wilkinson et al., 2019, p. 53). Qualitative data provide an impression,
revealing "what kinds of 'something' exist" and shedding light on what it's like to experience, do, or
think something "from the perspective of those in the researched situation." In contrast,
quantitative data address questions about situations in terms of "how many?" or "what
proportion?" (pp. 52-53). Given that the study was conducted during ChatGPT's emergence phase,
characterized by widespread doubts and limited ChatGPT adoption among teachers, only
participants who actively used ChatGPT were included to capture their perspectives on its benefits
and challenges. This typically involves individuals familiar with the phenomenon (Mitchell & Jolley,
2010). The study was conducted during the 2022/2023 academic year at the University of Bisha.

Participants
A sample of 58 faculty members (67% male, 33% female) from the University of Bisha
participated in this study conveniently. Most respondents were early-career faculty members
with a sufficient background in ChatGPT. The selection was based on their experience with
ChatGPT, excluding those with limited experience. The researcher requested their permission to
participate in this study, informed them of its purpose, and assured them that their information
would remain anonymous. The study involved 58 English as a Foreign Language (EFL) teachers,
comprising 39 males and 19 females. Their levels of experience varied, with 8 having less than 6
years of experience, 16 with 6-10 years of experience, and 34 with more than 10 years of
experience.
634 )‫م‬2023 ‫ سبتمبر‬- ‫هـ‬1445 ‫ العدد الثالث (صفر‬،‫مجلة جامعة بيشة للعلوم اإلنسانية‬

Instrument
A questionnaire was used to collect the necessary data. The first section of the
questionnaire included questions related to demographic information such as gender and
teaching experience. In addition to this background data, the questionnaire consisted of 12 items
rated on a Likert scale, ranging from 'strongly agree' to 'strongly disagree,' to gather quantitative
data. Six of these items focused on the potential benefits of ChatGPT, while the other six
addressed potential challenges. Furthermore, two open-ended questions, one about
opportunities and another about challenges in using ChatGPT in English programs, provided
qualitative data to enhance the depth of the investigation. The formulation of these questions
was informed by previous studies, specifically Farrokhnia et al. (2023), Firat (2023), Kohnke et al.
(2023), and Shoufan (2023). Before implementation, the questionnaire underwent validation and
reliability checks, and a pilot study was conducted to ensure its suitability for this research. The
benefits scale demonstrated a Cronbach's alpha value of .94, while the challenges scale had an
alpha of .85. Both values exceeded the standard threshold of .70, indicating the reliability and
validity of the scales.

Part I Part II Part III

2 Background information 12 Likert Scale items 2 Open-ended

items questions

Figure 1. Classification of the faculty members’ questionnaire

Procedures
The questionnaire was distributed online using Google Forms, and a link was sent to
participants via a WhatsApp group exclusively for faculty members, of which the researcher is a
member. The questionnaire began with a simple Yes/No question, asking for consent to
participate. If respondents selected 'yes,' they were directed to a 'thank you message' and
provided with guidance for completing the entire questionnaire. If 'no' was chosen, a 'thank you
message' appeared, and the window closed. It was explicitly stated at the outset that
participation was voluntary. The introduction to the questionnaire reassured participants that
their responses would be used solely for research purposes and would not be disclosed to third
parties. Additionally, participant names, emails, and credentials were not mandatory fields.

Data analysis
The responses were recorded and coded, with Likert scale responses assigned codes
(from 1 = strongly disagree to 5 = strongly agree). Data were entered into an Excel file and then
exported to SPSS Version 25 for analysis. Mean and standard deviations were calculated to assess
the level of agreement, differences, and inferential tests such as t-tests and One-Way ANOVA
were used to identify differences in participants' perceptions based on their genders and years
of experience.
635 Benefits and Challenges of Using ChatGPT Jamal Kaid Mohammed Ali

Results
The opportunities and challenges of using ChatGPT as a language learning tool were
assessed through a questionnaire distributed to faculty members familiar with ChatGPT. The
collected data were analyzed both quantitatively and qualitatively. The results are presented in
the following section, organized according to the research questions, and supported by
references to relevant studies in the literature. The analysis yielded both quantitative and
qualitative data, which are juxtaposed in this section to provide a comprehensive view. In
addition to the statistical findings, pertinent quotations from responses to open-ended
questions are also included.

RQ 1: What opportunities does ChatGPT provide from the perspectives of EFL teachers?
Starting with the opportunities, Table 1 presents the means and standard deviations for
the six benefit items with an average of M=3.5 and Std=1.13. All of the means fall within the 3.3
to 3.6 range, indicating that, on average, the teachers had a high level of agreement with the
suggested benefits. In general, the faculty members agreed that ChatGPT supports the
enhancement of English language learning (Mean=3.6) and also boosts students' motivation to
study English. However, they appeared more neutral towards the statement, "Students should
be encouraged to use ChatGPT in the classroom" (mean=3.3).
Table 1. Opportunities that ChatGPT creates for English language program
Questionnaire Items (1-6) Mean St.D
1. I think ChatGPT helps students enhance their English language learning. 3.6 1.17
2. I think ChatGPT enhances students' motivation to study English 3.6 1.17
language.
3. English teachers should use ChatGPT in the classroom. 3.4 1.15
4. Students should be encouraged to use ChatGPT in the classroom. 3.3 1.28
5.ChatGPT is useful to be used in the classroom. 3.4 0.94
6. Using ChatGPT in the classroom helps me improve my teaching. 3.4 1.08
Overall Average 3.5 1.13

To shed more light on the opportunities, Participant 24 argued that a significant

advantage of ChatGPT includes "availability of ample material for teachers as well as students,
less time-consuming, quick response". This comment is supported by another comment derived
from Participant 29, who seemed positive that ChatGPT can be helpful in saving time for both
teachers and students as well as improving language skills. Participant 33 appeared more
interested in its significance for writing skills, saying, "there will be a significant impact in
enhancing students' writing skills through it. Students will be more autonomous and learn the
process easily”. Similarly, Participant 34 put it in the context of conversations, and argued, "it
can be a conversation partner of the learner, provide them more practice in grammar and
vocabulary, check their errors and clarify their doubts”. The participant goes further saying
"since ChatGPT does not understand contexts, it may struggle to grasp the nuances in
communication, thereby limiting the scope of interaction. Also, AI cannot replace the experience
of a teacher because it cannot personalise learning support for individual learners".
636 )‫م‬2023 ‫ سبتمبر‬- ‫هـ‬1445 ‫ العدد الثالث (صفر‬،‫مجلة جامعة بيشة للعلوم اإلنسانية‬

Similar collectively hold a favorable view that the extensive use of ChatGPT contributes
to a positive learning atmosphere, aiding in vocabulary acquisition, fluency, and other aspects of
learning, including motivation, curiosity for further learning, and receiving timely feedback.
Considering these results collectively, it is suggested that ChatGPT has the potential to enhance
English language learning and improve teaching in the classroom. However, there may be
variability in how individual students and teachers perceive the usefulness of ChatGPT.
Addressing any concerns or questions they may have could be essential to fully realize its
potential benefits.
RQ 2: What challenges does ChatGPT create from the perspectives of EFL teachers?
Table 2 displays the means and standard deviations (M=2.2, Std=1.0) for the six
challenge items. All means fall within the 2.0 to 2.5 range, indicating a weak level of
challenge. The teachers showed a low disagreement with the suggested challenges. Any
score below 2.5 implies disagreement with the negative statements about ChatGPT. The
overall average of 2.2 suggests that the rejection of the suggested challenges is stronger
than the acceptance of the benefits (mean = 3.5). The only item where they are close to
neutral is item 12: 'I think that ChatGPT erodes trust between teachers and their students'
(mean=2.5).
Table 2. Challenges that ChatGPT creates for English Programs
Questionnaire Items (7-12) Mean St.D
7. I think ChatGPT decreases students' originality of writing. 2.0 1
8. I think ChatGPT encourages shallow reading. 2.2 0.9
9. I think ChatGPT raises potential ethical challenges. 2.2 1
10. I think ChatGPT encourages plagiarism. 2.1 1
11. I think ChatGPT decreases honesty among students. 2.3 1
12. I think ChatGPT erodes trust between teachers and their students. 2.5 1
Overall Average 2.2 1.0

To enrich understanding of the challenges, Participant 13 commented, "It never reveals the
student's actual level of applying his English written and research skills. Misusing ChatGPT can
play for the student's benefit of presenting hypothetically well-written essays and passages that
reflect nothing of his/her ideas or level of thinking".
This is not far from Participant 16’s comment regarding ethics, arguing that it "poses a
threat on ethical issues, decreases originality, decreases creativity, higher order skills, critical
thinking." The data suggest that respondents have concerns about the potential negative impact
of ChatGPT on students' originality in writing, shallow reading, ethical challenges, plagiarism,
honesty, and trust between teachers and students.
Combining the quantitative and qualitative findings can provide an overview of the
study's overall outcome. A noteworthy feature of the quantitative results is that, while the
academic staff generally support the opportunities that "ChatGPT creates for English language
teachers and students," they also tend to acknowledge that ChatGPT presents challenges for
both groups. In other words, most EFL teachers perceive ChatGPT as a tool that can enhance
637 Benefits and Challenges of Using ChatGPT Jamal Kaid Mohammed Ali

English teaching and learning. Based on the qualitative findings, the study revealed a
discrepancy regarding the use of ChatGPT in the classroom. Some teachers encourage its use,
while others perceive it as a threat to students' abilities, creativity, and knowledge. Participant
5 commented “In my opinion, ChatGPT can create opportunities for those who use it positively.
It opens up new opportunities for students who have strong motivation to learn English and
teachers can use it as a guide when they prepare lessons. On the other hand, students who don't
have motivation to learn English might use it negatively and depend on it to get ready-made
answers to their assignments”.
RQ 3: Is there a significant difference between the teachers' views based on gender
and years of teaching experience?
Regarding the gender variable, as shown in Table 3, the mean and standard
deviations (M=3.50, Std=1.01) for males tended to perceive greater benefits from ChatGPT
than females (M=3.34, Std=0.95). The difference was not statistically significant, the Sig.
value scored .56.
Table 3. T-test of the perceived benefits by gender
Gender N Mean Variance T Sig.
Male 39 3.50 1.01 0.58 .56
Female 19 3.34 0.95

Regarding the variable of teaching experience, as shown in Table 4, teachers with

one to five years of experience perceived the least benefit in ChatGPT (M=2.9, Std=1.59),
while those with six to ten years of experience perceived the highest benefit (M=3.92,
Std=0.48). Those with more than ten years of experience fell in between these two groups
(M=3.35, Std=0.94). These differences were statistically significant (p=0.04).
Table 4. One Way Anova of the perceived benefits by years of experience
Years Teaching N Mean Variance F P
1-5 8 2.9 1.59 3.55 .Sig
6-10 16 3.92 0.48
More than 10 34 3.35 0.94

Discussion
Results show that teachers have highly positive perceptions about the benefits that
ChatGPT may provide to the English Department. They show their perceptions by stating that
ChatGPT offers ample material for both teachers and students and is less time-consuming with
quick responses. These findings confirm and align with previous research on ChatGPT conducted
shortly after the emergence of this tool in 2023 (Bin-Hady et al., 2023; Chiu et al., 2023; Farrokhnia
et al., 2023; Firat, 2023; Kohnke et al., 2023; Shoufan, 2023). The acceptance of employing
ChatGPT in English education, as indicated by these findings, is consistent with Davis et al.'s
(1989) technology acceptance model. Moreover, the study reported a low perception of the
challenges that ChatGPT may pose for the English learning. Some participants provided
638 )‫م‬2023 ‫ سبتمبر‬- ‫هـ‬1445 ‫ العدد الثالث (صفر‬،‫مجلة جامعة بيشة للعلوم اإلنسانية‬

justifications, such as concerns about ethical considerations and the inability of ChatGPT
to reveal the students' actual level of understanding. These findings align with Cassidy
(2023), who highlighted that the use of ChatGPT in education may potentially lead to
academic dishonesty, with concerns raised about its impact on evaluations.
The study finds no significant difference in the views of teachers regarding the use
of ChatGPT across genders. Finally, teachers with 6-10 years of teaching experience exhibit
the highest positive perceptions among all groups. In line with a series of earlier findings,
this study highlights the potential of ChatGPT to shape new trends in learning and teaching
English in the coming years (Bin-Hady et al., 2023; Chiu et al., 2023; Farrokhnia et al., 2023;
Firat, 2023; Kohnke et al., 2023; Shoufan, 2023). ChatGPT appears to motivate learners,
potentially leading to significant advancements in learning, which may require strong
motivation for both classroom and independent learning (Ali et al., 2023). However, it is
important to acknowledge some limitations of the current study. One significant concern
relates to the gender variable, and another major challenge is the sample size. The sample
size is relatively small, consisting of 58 participants. Therefore, drawing definitive
conclusions about gender-based differences in the population of English language teachers
based on this data alone may be challenging. The imbalance in the number of male and
female participants also complicates the consideration of gender as a determining factor
in the study's findings. However, it's important to note that this preliminary investigation
is not intended to create a universal ChatGPT model for EFL programs. Instead, its purpose
is to investigate potential advantages and associated difficulties. These findings can serve
as a foundation for future research as ChatGPT establishes its position within academia.

Conclusion
The study aimed to investigate faculty members' perceptions of the benefits and
challenges of ChatGPT in English language education, along with their strategies for addressing
these challenges. It is important to note that this research was conducted during the early
stages of ChatGPT's adoption in academia. The study sought to explore perceived opportunities
and challenges in English language teaching and learning, with a focus on two key variables: the
participants' gender and their years of teaching experience with technology. These variables are
crucial, as they can potentially influence technology acceptance in language education. Digital
technology has become routine for individuals who have grown up with it, while older users may
find it more challenging.
Overall, this study revealed that ChatGPT holds promise for the future of EFL
pedagogy while also presenting challenges to educators and evaluators, particularly in
areas related to plagiarism, originality, and reliability. To effectively address these
challenges, workshops on ChatGPT should be organized to help learners understand both
its benefits and risks, enabling them to make informed decisions.
The researcher recommends that university and department authorities organize a
workshop to establish a unified approach for dealing with ChatGPT. This will ensure
consistency among teachers and provide clear rules for students. In conclusion, while
ChatGPT has the potential to enhance English language teaching and learning, addressing
the associated challenges and concerns is crucial. By offering training to both teachers
‫‪639‬‬ ‫‪Benefits and Challenges of Using ChatGPT‬‬ ‫‪Jamal Kaid Mohammed Ali‬‬

‫‪and students and adopting a unified approach, ChatGPT can be effectively integrated into‬‬
‫‪English language teaching and learning.‬‬
‫‪Pedagogical Implications‬‬
‫‪Based on the study findings, some pedagogical implications can be presented. First,‬‬
‫‪educators should explore ways to incorporate ChatGPT into the curriculum to harness its‬‬
‫‪motivational and learning-enhancing benefits. Second, language instructors should receive‬‬
‫‪training on how to effectively integrate ChatGPT into language assessment. This includes using‬‬
‫‪ChatGPT to improve language skills, prevent cheating, address misuse, and adopt alternative‬‬
‫‪assessment methods that align with the technology's integration. Third, educators should‬‬
‫‪encourage independent learning and self-motivation, both inside and outside the classroom.‬‬
‫‪Directions for Future Research‬‬
‫‪Longitudinal studies can be conducted to track the long-term impact of ChatGPT on‬‬
‫‪language learning outcomes. This will help ascertain its sustained benefits and challenges over‬‬
‫‪time. In addition, future research may involve a larger and more diverse sample to offer a more‬‬
‫‪comprehensive understanding of ChatGPT's impact and to improve the generalizability of‬‬
‫‪findings. Moreover, comparative studies to assess the efficacy of ChatGPT against other‬‬
‫‪language learning tools and methodologies are needed. This can help identify the specific‬‬
‫‪strengths and weaknesses of ChatGPT in comparison to alternative approaches.‬‬

‫دراسة استكشافية لفوائد وتحديات استخدام تشات جي بي تي على برنامج اللغة‬

‫اإلنجليزية بجامعة بيشة‬
‫جمال قائد محمد علي‬
‫أستاذ اللغويات التطبيقية المشارك‪ -‬قسم اللغة اإلنجليزية‪-‬كلية اآلداب‪ -‬جامعة بيشة‬

‫ملخص الدراسة‬
‫را‬ ‫أجريت هذه الدراســـة بي بداية ر ور برنامش تشـــات جي بي تي لكاف ال د من ا اســـتط‬
‫أعضــا ال ي ة التدريســية اول الفوائد لالتحديات التي صــاابت ر وره بي ســيات تعلم لتعليم‬
‫اللغة االنجليزية كلغة أجنبية‪ .‬لتم االعتماد على المن ش الوصــــــفي بي جمي لتحليا البيانات‪ ،‬ل‬
‫تكونت عينة الدراســـــة م ‪ 58‬عضـــــو هي ة تدريس منتســـــبوف جامعة بيشـــــة بالمملكة العربية‬
‫الســعودية‪ ،‬لكاف االســتبياف المغلل لالمفتو هو أداع جمي بيانات الدراســة‪ ،‬لتشــير النتائش لى‬
‫أف معظم ال ي ة التدريســـــية لدي م را ايجابية ع تشـــــات جي بي تي لاســـــ امات بي تدريس‬
‫اللغة االنجليزية بي المستوى الجامعي‪ ،‬للك يرى البعض أف هناك مخال تتعلل بقضايا مثا‬
‫االنتحال لاالعتماد المفرط على الرلبوتات‪ ،‬مما يحد م قدرات المتعلمي أنفســــــ م‪ .‬للم يتم‬
‫اإلبصــا ع أف برت بي دراك المدرســي لفوائد اســتخدام البرنامش تعزى لمتغير الجنس‪ .‬لبي‬
‫المقــابــا أر رت النتــائش تميز المعلموف ذلف الخبرع التــدريســــــيــة بي ‪ 10-6‬ســــــنوات الفوائــد‬
‫لالتحديات المرتبطة باســــــتخدام تشــــــات جي بي تي مقارنة بالمجموعتي اا ريي ‪ .‬للبقا لنتائش‬
‫الدراســــــة يقتر البااث القيام بابحا ا رى على عينة أكبر لبحث االســــــتخدامات لاآل ار المترتبة‬
‫علي ‪ ،‬لتوصى الدراسة بتدريب أعضا هي ة التدريس اول كيفية استثمار هذا التقدم التكنولوجي‬
‫لتعزيز تعلم ط ب االنجليزية لتجنب ارها السلبية على العملية التعليمية‪.‬‬
‫الكلمات المفتاحية‪ :‬الذكا االصطناعي‪ ،‬تشات جي بي تي‪ ،‬التحديات‪ ،‬تدريس اللغة اإلنجليزية‪ ،‬الفرص‬
640 )‫م‬2023 ‫ سبتمبر‬- ‫هـ‬1445 ‫ العدد الثالث (صفر‬،‫مجلة جامعة بيشة للعلوم اإلنسانية‬

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