Learning: Research and Practice

ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rlrp20

‘To generate or stop generating response’: Exploring

EFL teachers’ perspectives on ChatGPT in English
language teaching in Thailand

Mark Bedoya Ulla, William F. Perales & Stephenie Ong Busbus

To cite this article: Mark Bedoya Ulla, William F. Perales & Stephenie Ong Busbus (2023)
‘To generate or stop generating response’: Exploring EFL teachers’ perspectives on ChatGPT in
English language teaching in Thailand, Learning: Research and Practice, 9:2, 168-182, DOI:
10.1080/23735082.2023.2257252

To link to this article: https://doi.org/10.1080/23735082.2023.2257252

Published online: 25 Oct 2023.

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LEARNING: RESEARCH AND PRACTICE
2023, VOL. 9, NO. 2, 168–182
https://doi.org/10.1080/23735082.2023.2257252

‘To generate or stop generating response’: Exploring EFL

teachers’ perspectives on ChatGPT in English language
teaching in Thailand
a b a
Mark Bedoya Ulla , William F. Perales and Stephenie Ong Busbus
a
School of Advanced Studies, Saint Louis University, Baguio, Philippines; bSchool of Languages and General
Education, Walailak University, Nakhon Si Thammarat, Thailand

ABSTRACT ARTICLE HISTORY

The present research explores the perspectives of English as Received 26 May 2023
a foreign language (EFL) teachers at a Thai university regarding Accepted 5 September 2023
ChatGPT as a language teaching tool. Seventeen EFL teachers com­ KEYWORDS
pleted an online interview survey, while three of these teachers artificial intelligence;
engaged in a subsequent individual interview in person. Utilising ChatGPT; education; EFL
a qualitative descriptive research paradigm, the results indicate that teachers; language teaching
the participants exhibited positive attitudes towards ChatGPT and
acknowledged its diverse applications, including lesson preparation
and language activity creation. The participants also highlighted
the limitations of ChatGPT, particularly in its dependability, trust­
worthiness, and capacity to promote excessive student depen­
dence. This study makes a valuable contribution to the extant
literature by illuminating the potential benefits and drawbacks of
utilising ChatGPT in language education.

Introduction
The proliferation of generative artificial intelligence (AI) has become increasingly ubi­
quitous in contemporary society, and education has not been immune to its influence
(Lim et al., 2023). The term “Generative AI” refers to the ability of machines to generate
original content by utilising patterns identified from pre-existing data (Dwivedi et al.,
2023; Lim et al., 2023). Recently, one of the most controversial and popular generative AI
is the ChatGPT which may present a potential paradigm shift in the teaching landscape,
considering its affordances and pedagogical benefits (Jeon & Lee, 2023; Kohnke et al.,
2023; Tlili et al., 2023).
Previous studies have underscored the potential efficacy of ChatGPT in augmenting
student engagement, personalising learning experiences, and enhancing student colla­
boration and teaching experience. For instance, “students can use ChatGPT to obtain
dictionary definitions and examples” (Kohnke et al., 2023, p. 3), which may provide them
the opportunity to understand the meaning of the word, allowing them to participate in
or answer questions during the class discussion. ChatGPT can also enhance the teaching
experience among teachers as it serves as an “interlocutor, content provider, teaching

CONTACT William F. Perales liamperales16@gmail.com School of Languages and General Education, Walailak
University, Nakhon Si Thammarat, Thailand
© 2023 Informa UK Limited, trading as Taylor & Francis Group
 LEARNING: RESEARCH AND PRACTICE 169

assistant, and evaluator” (Jeon & Lee, 2023, p. 9). Moreover, ChatGPT can enhance
educational teaching and learning outcomes as a content provider by providing teachers
and students with fundamental knowledge across various subject areas in
a comprehensive but simple language (Kasneci et al., 2023; Tlili et al., 2023).
However, despite the positive impact and contribution of ChatGPT on the teaching
process, researchers raised concerns not only about students’ creativity, analytical think­
ing, and social skills but also about copyright and ethical issues (Jeon & Lee, 2023;
Kohnke et al., 2023). Kohnke et al. (2023) recognised that ChatGPT lacks proper sourcing
and citation protocols. In addition, Kohnke et al. (2023) and Kasneci et al. (2023) argued
that the responses provided by ChatGPT lack originality and instead consist of para­
phrased content from sources that have not been acknowledged, constituting an act of
plagiarism.
Although the concerns regarding the use of ChatGPT are not without merit and
underscore the necessity for prudence when employing it within academic contexts
(Jeon & Lee, 2023), these issues may not completely undermine its potential in education.
In other words, the potential ramifications of ChatGPT on the teaching process and the
responsibilities of teachers within this technological innovation must be acknowledged,
explored, and understood to enhance the teaching experience. Given the indispensable
role of technology in education (Ulla et al., 2021), teachers, as essential stakeholders
within the education system, play a pivotal role in shaping students’ learning experiences,
especially in the age of AI. Therefore, it is imperative to understand teachers’ perspectives
regarding the use of generative AI like ChatGPT and its potential impact on the educa­
tional process. As an emerging AI tool that could potentially transform the educational
landscape, ChatGPT should be explored more from different contexts and perspectives to
highlight its nuanced features and application in scholarly contexts.
While previous studies explore the potential of ChatGPT from different contexts (Jeon
& Lee, 2023; Kasneci et al., 2023; Kohnke et al., 2023; Tlili et al., 2023), there is a scarcity
of studies examining the possible advantages and drawbacks of ChatGPT from the
perspectives of EFL teachers, especially in Thailand. Thus, this study expands previous
work by examining EFL teachers’ perceptions regarding ChatGPT and how it can be
integrated into English language teaching, exploring the affordances, pedagogical bene­
fits, and drawbacks. Moreover, the current investigation aims to augment the scholarly
understanding of the potential benefits and drawbacks of ChatGPT in English language
teaching, making a scholarly contribution to the ongoing discourse concerning the
function of generative AI in education.

AI and English language teaching in Thailand

Several studies have reported that integrating technology into teaching English has
positively impacted students’ English language skills. For instance, Chen (2022) investi­
gated how technology-enhanced learning, specifically the use of two applications, Orai (a
mobile app) and VirtualSpeech (a virtual reality app), could help reduce Public Speaking
Anxiety (PSA) in EFL learners. Thirty-three Taiwanese university students were divided
into three groups: a lecture-based group, a mobile-assisted (MALL) group, and a VR-
facilitated (VRET) group. The research spanned four weeks and used surveys and inter­
views as data collection tools. In the MALL group, participants used the Orai app to
170 M. B. ULLA ET AL.

practice speaking and received feedback reports. In contrast, the VRET group used VR
headsets to speak in a virtual room and received feedback reports. The results showed
that all groups experienced reduced PSA levels, but only the VR-facilitated group showed
a significant decrease. There were no significant differences in final oral performances
among the three groups. These findings suggest that traditional and VR instruction can
reduce perceived PSA levels, with VR technology offering additional benefits. The study
also emphasised the crucial role of teachers in facilitating students’ use of VR technology,
including instructing on VR functionalities and guiding interpretation and utilisation of
system feedback.
In Thailand’s EFL context, Ulla and Perales (2021) also posited that integrating
technology, specifically Facebook, facilitates and encourages students’ active learning of
language skills. In their study, Ulla and Perales (2021) explored the affordances of
Facebook as an integrated online learning support application. Thirty-three Thai uni­
versity students participated in the study by answering the survey questionnaire and
participating in the interview. The findings revealed that Facebook allows students to
cultivate independence, responsibility, creativity, and resourcefulness as they engage in
online activities autonomously or collaborate with others. An additional noteworthy
finding derived was the recognition that Facebook is not solely regarded as a social
networking platform by the students but also as a platform valuable tool for learning, as it
facilitates easy access to academic sources and the sharing of said sources with peers for
the purpose of engaging in academic discussion.
The findings of previous studies (Chen, 2022; Ulla & Perales, 2021; Ulla et al., 2021)
demonstrate that technology is prevalent and has become a crucial component in
language teaching, where EFL teachers have customised and utilised an array of compu­
ter-mediated, internet-based, and digitally-oriented technologies. However, with the
popularity of more advanced technology, including AI, in classroom instruction, gen­
erative AIs, such as ChatGPT, emerged as a game-changing technology in many indus­
tries, including education (Dwivedi et al., 2023; Kabudi et al., 2021; Lim et al., 2023;
Rahman & Watanobe, 2023), especially in language teaching (Kohnke et al., 2023).
Furthermore, the integration of AI into English language education may hold great
potential in the context of Thailand. This is primarily because of the increasing signifi­
cance of English proficiency for international communication and economic prosperity
in the country (Hayes, 2016; Ulla, 2021). Thailand, an EFL-speaking country, aims to
enhance English language skills among its students (Ulla, 2021). However, English is not
widely used in Thai schools, leading to difficulties in speaking and understanding the
language (Ulla, 2018). Despite English instruction in primary education, Kaewmala
(2012) and Noom-Ura (2013) noted ineffective language learning and communication
challenges. As per the 2022 EF English Proficiency Index, Thailand’s low English
proficiency index ranks 97 out of 111 countries, lagging behind other ASEAN nations.
This can be attributed to grammar-focused teaching methods, impacting students’
confidence and oral skills. Additionally, the scarcity of proficient English teachers con­
tributes to passive learning experiences. The country is committed to improving language
proficiency by addressing these issues (Ulla, 2018).
Although there are still issues to address, such as the issue of class sizes, restricted
access to resources, and a dearth of proficient English teachers, the Thai government has
been proactively implementing measures to improve English Language Teaching (ELT)
 LEARNING: RESEARCH AND PRACTICE 171

methodologies (Ulla, 2021). This includes enhancing communicative skills and advocat­
ing for effective and engaging language teaching approaches. In addition, with the
increasing prevalence of AI in education, particularly in Thailand’s educational institu­
tions (Aung et al., 2022), its potential impact on language instruction cannot be dis­
counted. This emerging discipline may hold promise for enhancing Thai teachers to
facilitate more effective language teaching. In addition to the professional development
training and support that Thai teachers have previously received, the country’s higher
education institutions may have prioritised the prevalence of AI and its effect on
teaching. Given the benefits of training, Thai teachers can benefit greatly from incorpor­
ating AI technologies into language classrooms, thereby improving their language teach­
ing practices. As evident in the study by Gayed et al. (2022), using AI could potentially
improve students’ writing performance and overall language classroom experience.
The ongoing progress in AI technologies is expected to improve the precision and
efficacy of language teaching since its implementation can provide valuable assistance to
teachers by streamlining administrative duties, allowing them to concentrate on design­
ing engaging and fun language teaching classroom practices and fostering authentic
relationships with students. Gayed et al. (2022) noted that “the increasing use of
English as a Lingua Franca (ELF) worldwide has brought attention to tools that can
assist English as a Foreign Language (EFL) learners in their journey to fluency” (p. 1).

ChatGPT as a valuable complement to teaching

The promise of AI technologies and language models like ChatGPT has drawn interest in
the realm of teaching and the educational world as cutting-edge tools for improving
teaching and learning. Research (Coniam, 2008; Jeon & Lee, 2023; Kohnke et al., 2023)
have shown that AI technologies could facilitate more teaching-centric strategies, allow­
ing for more engaged, exciting, and advanced classroom pedagogies. In other words, AI
technologies, such as ChatGPT, have the potential to yield substantial advantages in the
field of education by serving as a valuable complement to diverse pedagogical
approaches, including scaffolding techniques and activity development (Lo, 2023;
Rahman & Watanobe, 2023).
One of the seminal works exploring the potential of AI chatbots as a learning resource
in English language classrooms was conducted by Coniam (2008). Coniam’s study
investigated the linguistic accuracy of various online chatbots and analysed their poten­
tial as an ESL learning resource, drawing from the ALICE Artificial Intelligence
Foundation and Pandorabots. The study found that the chatbots varied in their linguistic
accuracy and that some were more effective than others as an ESL learning resource. The
researcher suggested that chatbots’ limitations in incorporating knowledge in follow-up
discussions and their inability to discuss the world or current issues make the idea of
a conversation practice machine far-fetched (Coniam, 2008).
In November 2020, ChatGPT (generative, pre-trained transformer) was released as
a language model developed by OpenAI capable of generating human-like responses
to natural language prompts (Dwivedi et al., 2023; Tlili et al., 2023). Like the chatbots
reviewed by Coniam (2008), ChatGPT, since its release, has been used in various
applications, including education (see Jeon & Lee, 2023; Kohnke et al., 2023).
ChatGPT “uses a combination of unsupervised pre-training and supervised fine-
172 M. B. ULLA ET AL.

tuning to generate human-like responses to queries and provide responses to topics

that resemble that of a human expert” (Dwivedi et al., 2023, p. 3), representing
a significant advancement in conversational technology. Kohnke et al. (2023) further
asserted that ChatGPT ‘s capacity to engage in realistic back-and-forth dialogue with
users while mimicking human conversation presents a promising avenue for language
learning.
Recent work on the affordances of ChatGPT in education was explored by Jeon and
Lee (2023), Kohnke et al. (2023), Lo (2023), Lim et al. (2023), and Tlili et al. (2023. For
instance, Jeon and Lee (2023) conducted a study in South Korea to investigate the
relationship between ChatGPT and teachers, emphasising their complementary roles in
education. A cohort of eleven language instructors was selected to implement the
utilisation of ChatGPT as a pedagogical tool within their instructional practices for two
weeks. After they engaged with the technology, the participants were subjected to one-on
-one interviews. They were requested to expound on their experiences and provide
interaction logs generated using the technology. Employing the qualitative data analysis,
the study identified four distinct roles assumed by ChatGPT, namely interlocutor,
content provider, teaching assistant, and evaluator. Additionally, three distinct teacher
roles were identified, including orchestrating various resources with quality pedagogical
decisions, promoting active investigation among students, and cultivating ethical aware­
ness of artificial intelligence. The study concluded with a detailed discussion of the
collaboration between teachers and ChatGPT. It also underscored the significance of
teachers’ pedagogical proficiency in effectively utilising AI tools.
Unlike the study by Jeon and Lee (2023), which involved teachers as participants,
Kohnke et al. (2023), Lo (2023), and Lim et al. (2023) conducted a technology review of
ChatGPT and its possible application in education. Kohnke et al. (2023) examined
ChatGPT ‘s affordances in the context of language learning. Their extant technological
review has furnished preliminary insights into the potential of ChatGPT to facilitate
language teaching and learning by providing a set of exemplars of learning activities that
teachers of ChatGPT may employ. Based on their review, they recognised that ChatGPT
could facilitate language learning since it emulates authentic communicative exchanges.
It can also “identify the meaning of a word in context, correct and explain language
mistakes, create texts in various genres (e.g., emails, stories, recipes), develop quizzes,
annotate texts, and offer dictionary definitions, example sentences, and translations”
(Kohnke et al., 2023, p. 3). In other words, in language teaching, ChatGPT, as an AI
writing assistant, has the capability to offer immediate feedback on grammatical accu­
racy, lexical choice, and overall coherence. At the outset, ChatGPT may provide recom­
mendations for enhancements, serving as a supportive framework for developing
language competency. As students gain increased self-assurance, the ChatGPT’s input
may progressively transition from being very directive to being less prescriptive, enabling
learners to assume greater responsibility for their writing while still having it as
a language resource for consultation.
However, the researchers have also identified various relevant constraints linked to
ChatGPT. These issues include the issue of ethical use, plagiarism, fake citations, aca­
demic dishonesty, and its potential impact on assessment outcomes. With the drawbacks
presented by the researchers, they have also proposed potential remedial measures to
mitigate these issues, such as the need for language educators and learners to possess
 LEARNING: RESEARCH AND PRACTICE 173

“advanced digital competence to capitalize on them and successfully navigate their risks
and drawbacks” (p. 11).
Similarly, in a rapid literature review, Lo (2023) examined the affordances of ChatGPT
across subject areas, its applicability in education, and scholars’ concerns within the first
three months of its launch (December 2022 to February 2023). Using content analysis
techniques, the researcher analysed 50 articles from databases and Google Scholar.
Results showed that ChatGPT’s effectiveness varied across subjects, ranging from out­
standing (economics) to unsatisfactory (mathematics), with programming being satis­
factory. While ChatGPT showed promise as a pedagogical tool for generating materials
and acting as a virtual tutor, concerns were raised regarding generating erroneous data
and bypassing plagiarism detection. The review highlighted the need for revised evalua­
tion techniques, institutional protocols, teacher training, and student awareness of
ChatGPT’s pros and cons in education.
The potential of ChatGPT in language education has been examined in the literature,
emphasising its affordances and pedagogical benefits. While some studies looked into the
connection between ChatGPT and teachers, others reviewed ChatGPT as a technology to
explore its possible educational value. However, despite these initiatives, there still needs
more studies regarding ChatGPT “s successful incorporation into teaching practices by
examining how teachers perceived ChatGPT and how it can be integrated into the
academic context. Thus, this study explores EFL teachers” perspectives on ChatGPT,
how it might be included in English language instruction, and its affordances, pedago­
gical advantages, and disadvantages within Thailand’s university teaching context. This
study also seeks to shed light on the development and implementation of ChatGPT in the
context of English language instruction. Building on previous studies, this study is guided
by the following research questions:

(1) How do university EFL teachers in Thailand perceive ChatGPT ‘s potential as

a language-teaching tool?
(2) What are the affordances, pedagogical benefits, and drawbacks of ChatGPT in the
context of English language instruction as perceived by EFL teachers in Thailand?

Methodology
The present investigation follows a qualitative descriptive (QD) research paradigm,
exploring and describing EFL teachers’ perceptions of using ChatGPT as a potential
language-learning tool. The QD is a research methodological approach employed to
collect data that describe events or experiences from a subjective standpoint, focusing on
the “who, what, and where” of the phenomena (Kim et al., 2017).

Participants
Employing purposive sampling, 17 EFL teachers teaching in universities in Thailand
answered the online interview questionnaire, while only three volunteered for the follow-
up face-to-face interview. The sampling criteria include: (a) EFL university teachers in
Thailand, (b) must have used ChatGPT for three to four months, mostly in doing
academic research and designing lesson content, (c) possess the requisite knowledge
174 M. B. ULLA ET AL.

and experience in using ChatGPT, and (d) can provide valuable insights into the research
objectives of the study.
The participants, who held degrees in language teaching, language education, applied
linguistics, TESOL, and communication (5 Ph.D., 9 M.A., 3 B.A.), had teaching experi­
ences between 6 and 20 years and were aged 29 to 44. They identified themselves as males
(8) and females (9). They were informed about the research’s objectives and the voluntary
nature of their participation, assuring them that all disclosed data would be kept
confidential.

Research tool
A written interview questionnaire consisting of nine open-ended questions and a semi-
structured individual interview were the tools used to gather the data in the study. The
interview questionnaire was written in English and asked the participants about their
perceptions of ChatGPT, its affordances, drawbacks, and its possibility of being inte­
grated into language teaching and learning. In addition, the follow-up interview was
conducted to delve deeper into the participants’ experience of using ChatGPT. The
researchers developed a set of interview guide questions and conducted in-person inter­
views ranging from 45 to 60 minutes. The interview was conducted in English and was
recorded using a mobile phone.

Data analysis
The written interview questionnaire and interview data were transcribed manually and
returned to the participants for member checking (Merriam & Tisdell, 2015). This
process allowed the participants to confirm, amend, or clarify some important points
in the transcripts. Upon receipt of the transcripts from the participants, the authors
thoroughly reviewed the transcripts for manual coding and analysis. This process was
repeated multiple times to ensure the accuracy and comprehensiveness of the data. The
thematic analysis methodology developed by Braun and Clarke (2014) was employed for
manual coding. The data coding process involved meticulously examining the data,
identifying meaningful patterns, categorising recurring keywords and their significance,
and ultimately developing themes.
The meaningful units and their corresponding supportive statements were subse­
quently transcribed onto a spreadsheet for further analysis. Subsequently, the researchers
engaged in a collaborative examination of the data to identify recurring patterns and
themes. In the data examination and analysis, the researchers employed a posteriori
coding. Thus, for research question 1, the researchers initially identified four meaningful
codes (ChatGPT as a friend, supporter, helper, and text developer) but later developed
only one general thematic code (ChatGPT is a friend and a supporter). In addition, six
codes were generated (ChatGPT’s lack of authenticity, students’ overdependence, academic
dishonesty, unable to think critically, understanding ChatGPT, and responsible use of
ChatGPT) for research question 2 and were reduced to only two general thematic
codes (“ChatGPT: It gives you much but not everything”, and “Understanding the affor­
dances of ChatGPT”).
 LEARNING: RESEARCH AND PRACTICE 175

In the study, the authors gave pseudonyms (e.g., P1, P2, and P3) to the participants to
ensure confidentiality and anonymity while presenting the excerpts from their responses.
These excerpts were chosen as they best described the generated themes and represented
the study’s research questions and objectives.

Findings
“ChatGPT is a friend and a supporter”
Although participants have only tried ChatGPT’s free version for three to four months,
they expressed positive perceptions of it as a teaching tool. Such positive perceptions
were based on how they used it for creating language lessons and activities. For example,
Participant 2 mentioned that ChatGPT helped him in developing a lesson plan for
writing sentences and sentence structure:

It [ChatGPT] could be good because, at the tip of our fingers, I could have sentence
structures that my students could learn from. When it comes to writing, ChatGPT could
provide an answer, my students could look into how these answers are written. They could
see how the sentence is structured. ChatGPT is again convenient if you want answer to your
questions. ChatGPT can give you ideas if you want ideas in a matter of seconds. ChatGPT
could be friendly. It could give you a model.

Participant 2 believed that ChatGPT could be a highly effective teaching tool, especially
for teaching students sentence forms and structures. To him, when students observe
ChatGPT’s sentence construction, they may acquire valuable knowledge pertaining to the
appropriate usage of grammar, syntax, and style, which could potentially improve
students writing proficiency and reading comprehension abilities.
Furthermore, some participants also maintained that ChatGPT has the capability to
produce a comprehensive lesson plan that includes various activities, time management,
necessary resources, and procedural instructions, which exemplifies a valuable resource
for teachers. Such perception was shared by Participant 11:

Out of my boredom, I tried using it by asking to make a lesson plan on how to teach past
tense for my class. I know, we have a prepared lesson for that already, but I wanted to try
using it. To my surprise, my God, it gave me an excellent lesson guide with activities, time
allotment, materials, and lesson procedures. It’s kinda amazing.

In addition, participants also perceived that ChatGPT may prove to be a great teaching
tool as it facilitates enhanced and purposeful interaction with the students, particularly
during language-based exercises. Such perception was shared by Participant 9:

As an EFL teacher, I am always interested in exploring new technologies to help me teach.

ChatGPT, is a valuable tool because it allows me to engage with my students more actively
and meaningfully, especially in our language activities.

Participant 9 believed that using ChatGPT may allow students to have the opportunity to
actively formulate questions, request further explanations, and produce replies, which
may foster an active engagement in practicing their language skills, resulting in enhanced
language proficiencies.
176 M. B. ULLA ET AL.

“ChatGPT: it gives you much but not everything”

Participants were also aware of the limitations of ChatGPT as a language tool.
During the interview, they revealed that although ChatGPT can possibly answer
all their questions, especially on academic research and creating lesson templates
and activities, it does not give them everything they need. For example,
Participant 17 opined:

As a teacher, I would have always the opportunity to use ChatGPT to ask questions, like
right away answers to my questions. I do research, especially if I am writing the literature
review, ChatGPT can help. So I think it is really beneficial, but I always see that I don’t
depend on it because it is artificial intelligence. We could not trust the words if everything
ChatGPT is giving is valid and reliable. Yeah, it gives us something, but it is not everything.

Participants also pointed out ChatGPT’s lack of authenticity and reliability in the
information it shares. As shared by Participant 17, although ChatGPT offers prompt
information retrieval, there exists apprehension over the authenticity and dependability
of the information it produces. Participant 17 acknowledged further that ChatGPT lacks
the capability to do source verification, requiring cross-referencing of the information it
presents with reliable sources.
Aside from the issues of authenticity and reliability, participants also expressed
concern about students’ overdependence on ChatGPT. As expressed by Participant 4
during the interview:

It could also be bad because students could just depend on it without thinking critically about
what to write. I have caught many students sending me answers from ChatGPT. So, I would
say they [students] are just into convenience, not learning how to write or learn English.

He further mentioned that if students depended much on ChatGPT, he worried that they
would no longer come to his class and that his students would never learn to think
critically. This concern was also shared by Participant 10.

If ChatGPT can answer your questions, students will not anymore persevere to develop their
critical thinking. In that case, I am not sure if my students are still interested in listening to
me, or be interested to come to my class and learn because what they have in mind is that
ChatGPT has it all.

Participant 10 was concerned that students may no longer feel compelled to exert effort
in developing their critical thinking skills as well as their willingness to attend classes and
actively participate in the learning process.
Meanwhile, Participant 13’s concern on ChatGPT was about the prevalence of aca­
demic dishonesty and plagiarism.

One is plagiarism. I think plagiarism will be more rampant because of ChatGPT, or

dishonesty could also be one. People may claim, “Oh yeah, I did that”, but in reality,
ChatGPT did it. In the same way, students could also say, “I did that”, but they didn’t. It’s
ChatGPT. It would, in a way, worsen academic dishonesty.
 LEARNING: RESEARCH AND PRACTICE 177

Understanding the affordances of ChatGPT

Despite ChatGPT’s drawbacks, participants still recognised its importance in language
teaching and learning. However, they also emphasised that ChatGPT should be used
responsibly.
Just like everything else in this world, we need to use ChatGPT in a responsible manner. In
other words, we must regulate its use in class and with students. ChatGPT is a powerful tool.
That is why we must use it responsibly. (P5)

Moreover, one of the participants also emphasised the importance for teachers to possess
a comprehensive understanding of the characteristics of ChatGPT. Participant 7 opined:
ChatGPT is important in language teaching and learning. I think we have to understand
what this AI is for. And as teachers, we have to do that. We can explain, and we can make
our students understand its use. By doing it, we can guide our students.

Thus, as suggested by Participant 7, teachers must understand the functions, capabilities,

and limits of ChatGPT, as understanding may empower teachers to proficiently explain it
to students and provide them with suitable guidance in their interactions.
Additionally, Participant 1 added that since ChatGPT is already changing the educa­
tional landscape, teachers should be more accepting of it.
ChatGPT is already here, and more AI will still come and change our teaching approaches.
We have to be open about these AIs. If we use them in our classroom, we still need to
validate what we got if they are true. As teachers, it is our responsibility to do so.

Participants’ recognition and acknowledgement of the transformative impact of

ChatGPT in teaching would bring a paradigm shift in classroom teaching and learning.
As emphasised by Participant 1, teachers should demonstrate a willingness to adopt
technological innovations and incorporate them into their instructional approaches in
order to enhance the quality of teaching practices.

Discussion
The current study investigated university EFL teachers’ perceptions of ChatGPT as
a potential teaching-learning tool. From our findings, our study supports previous studies
by Jeon and Lee (2023) and Tlili et al. (2023), acknowledging the role of ChatGPT in
transforming teaching and learning pedagogy. First, we found that teachers had positive
perceptions of ChatGPT and mostly used it to create language lessons and activities and
answer questions. Second, ChatGPT offers a multitude of advantages in language teaching
as it functions as a powerful tool for teaching students the intricacies of English grammar
and sentence construction, a helpful tool for writing, and a resource for language lessons
and activities. And third, our participants in the study regarded ChatGPT as a valuable
resource for language teaching, owing to its supportive and convenient nature, which
facilitated prompt and helpful responses to language queries, lesson plan development, and
other engaging language activities utilisation in the classroom.
The affordances of ChatGPT, as reported by participants, were consistent with the
technological review done by Kohnke et al. (2023). However, while Kohnke et al.
(2023) concentrated on the pedagogical affordances of ChatGPT and how students
178 M. B. ULLA ET AL.

could use it to enhance their language learning, how teachers use ChatGPT for
designing language lessons was never reported. Based on the present study,
ChatGPT also has the potential to facilitate teachers’ academic endeavours by provid­
ing valuable resources and tools necessary for language instruction, which may lead to
enhanced accessibility and increased student engagement within the language teach­
ing-learning process. This was evident in the interview excerpts of Participant 11
when he mentioned that ChatGPT could provide a full instructional framework
encompassing diverse activities, efficient time allocation, essential materials, and
procedural guidelines, highlighting its significance as a helpful pedagogical tool for
teachers. Rahman and Watanobe (2023) reiterated that ChatGPT might be used to
develop lesson plans, offer individualised learning support, examine student perfor­
mance data to spot problem areas, and recommend specific materials and activities
based on a student’s abilities and learning style.
As a linguistic tool, ChatGPT has both benefits and drawbacks, and participants have
discussed both. For example, while it may generate templates and activities for language
education and quickly and conveniently respond to inquiries, it cannot be completely
trusted for the accuracy and dependability of the information. Participants have empha­
sized that because ChatGPT is artificial intelligence, it may not consistently deliver
accurate and trustworthy information. Thus, participants highlighted the importance
of cross-referencing and evaluating the information provided by ChatGPT with other
sources.
Additionally, excessive reliance on ChatGPT could be harmful to students. Based on
the interview, participants have expressed worries about students’ overreliance on
ChatGPT, which may impede them from developing their writing and language abilities
and foster a lack of critical thinking. Moreover, using ChatGPT to cheat or plagiarise
could exacerbate student academic dishonesty. Such drawbacks were also evident in
previous studies by Jeon and Lee (2023), Kohnke et al. (2023), and Rahman and
Watanobe (2023). Thus, research on the disadvantages of ChatGPT in teaching and
learning emphasised that the implementation of ChatGPT necessitates the development
of comprehensive ethical guidelines that address various aspects, including the appro­
priate utilisation of information from ChatGPT and the recommended modes of student
engagement (Jeon & Lee, 2023; Rahman & Watanobe, 2023). Furthermore, Kohnke et al.
(2023) and Lo (2023) opined that it is of utmost importance to familiarise students with
the constraints of ChatGPT, including its dependence on partial and prejudiced data,
restricted access to current information and susceptibility to producing erroneous or
fabricated content.
The present study also suggests that teachers must instruct their students to utilise
additional reputable resources, such as textbooks and other online materials, to authen­
ticate, assess, and substantiate the accuracy of ChatGPT. Enhancing students’ cognisance
of academic integrity policies and their understanding of the effects of academic mis­
conduct is a crucial aspect to consider. To attain this objective, teachers should engage in
transparent discourse regarding ChatGPT within their curricula and underscore the
significance of scholarly integrity. Teachers should also promote critical thinking
among their students and moderate the usage of ChatGPT to enhance their students’
 LEARNING: RESEARCH AND PRACTICE 179

learning. Kohnke et al. (2023) reiterated that using ChatGPT necessitates discerning its
limitations and potential hazards. Thus, effective utilisation of ChatGPT requires addi­
tional skills presently lacking among teachers.
Our findings contribute significantly to language teaching and learning, especially in
the context of AI in language pedagogy, as our findings can be used to inform some of the
established pedagogical-technological models and frameworks in the field. One of the
language teaching and learning frameworks is feedback and error correction, especially
on data-driven learning (Crosthwaite, 2017). From our findings, ChatGPT has the
capability to offer prompt feedback to learners on their language usage, guiding and
assisting them in recognising and correcting grammatical errors, improper vocabulary
usage, and sentence construction. This strategy aligns with the behaviourist principles of
learning, which emphasise the need for feedback and correction (Liu & Yu, 2022). In
other words, ChatGPT can be a model for language feedback and correction.
Another pedagogical-technological model our study can contribute to is implement­
ing a flipped classroom approach (Al-Samarraie et al., 2020; Zainuddin & Perera, 2018)
combined with self-directed learning using ChatGPT. The flipped classroom approach
may enable teachers to assign language learning assignments that necessitate engagement
with ChatGPT outside the confines of conventional instructional periods. Students can
actively interact with ChatGPT in order to seek clarification, engage in speaking exer­
cises, and obtain explanations. The flipped classroom approach with self-directed learn­
ing using ChatGPT may align with the pedagogical framework known as the flipped
classroom model, wherein learners assume responsibility for their own learning and
actively participate in self-directed study (Al-Samarraie et al., 2020).
Finally, ChatGPT is a valuable tool (Dwivedi et al., 2023) that may produce templates
and tasks for language education and answers. However, one should be aware of its
limitations and refrain from relying completely on it to determine the integrity and
accuracy of information (Kasneci et al., 2023; Tlili et al., 2023). In other words, it is
essential to confirm the data offered by ChatGPT using additional sources. Teachers
should also promote critical thinking among students and teach them how to utilise
ChatGPT appropriately.

Conclusion
The present study explored the perspectives of university EFL teachers in Thailand
regarding the potential, drawbacks, and viability of ChatGPT in language teaching and
learning. The findings suggest a positive acceptance of ChatGPT among EFL teachers in
their language teaching and learning context. However, participants also noted its
limitations. Although ChatGPT can help make lesson plans and answer questions quickly
and conveniently, participants also expressed concern regarding its validity, dependabil­
ity, and the possibility that it will lead to students becoming unduly dependent. Thus,
participants underlined the necessity of responsibly using ChatGPT in the classroom to
address these issues.
While the study may offer new insights into ChatGPT as a language tool, it has
limitations. Since the study was conducted at a university in Thailand involving EFL
teachers, similar studies may be conducted involving other teachers in other universities
to understand more teachers’ perspectives of AI, especially ChatGPT. Future research
180 M. B. ULLA ET AL.

should also explore the utilisation of ChatGPT in pedagogical contexts, with particular
attention given to incorporating ChatGPT into instructional practices. Such studies can
include investigating the efficacy of ChatGPT in promoting teaching and learning out­
comes among teachers and students, exploring the pedagogical role of teachers in
utilising ChatGPT as an instructional tool, and examining the factors that contribute to
the successful integration of ChatGPT into the curriculum. Furthermore, it is also
recommended that other studies delve into the potential impact of ChatGPT on learners’
motivation, engagement, and achievement in different subject areas and academic levels.
Examining the potential impact of ChatGPT on students may offer insightful informa­
tion about how to effectively include ChatGPT into instructional strategies, ultimately
raising educational standards and contributing to the development of the area of educa­
tional technology.
ChatGPT can be helpful for learning and teaching languages, but it should only be
used in moderation. Teachers must control how technology is used, help their students
recognise its limitations, and verify the data it offers. As ChatGPT is transforming the
teaching and learning landscape, teachers must be more receptive to it and other AI and
adjust their teaching strategies to ensure their students have the ability to survive in
a changing society. However, integrating ChatGPT and other AIs in pedagogical practices
must accompany continuous human monitoring, guidance, and critical thinking.

Disclosure statement
No potential conflict of interest was reported by the authors.

ORCID
Mark Bedoya Ulla http://orcid.org/0000-0003-1005-5120
William F. Perales http://orcid.org/0000-0002-8293-4362
Stephenie Ong Busbus http://orcid.org/0000-0003-3028-1184

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