Teachers' Perspectives about the Benefits, Challenges, and Strategies for Using Generative AI in English Language Teaching
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| Title: | Teachers' Perspectives about the Benefits, Challenges, and Strategies for Using Generative AI in English Language Teaching |
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| Language: | English |
| Authors: | Tran Le Nghi Tran (ORCID |
| Source: | JALT CALL Journal. 2025 21(3). |
| Availability: | JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: https://jaltcall.org |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Teacher Attitudes, Artificial Intelligence, Second Language Instruction, English (Second Language), Pedagogical Content Knowledge, Technological Literacy, Language Teachers, College Faculty, Universities, Elementary Secondary Education, Technology Uses in Education, Educational Strategies, Barriers, Foreign Countries, Faculty Development |
| Geographic Terms: | Vietnam |
| ISSN: | 1832-4215 |
| Abstract: | The emergence of generative artificial intelligence (GenAI) tools in recent years has entailed arguments both for and against their use for teaching and learning among policy makers, schools, teachers, and researchers. While the debates have not reached a consensus yet, many teachers struggle with using them. To help build the literature on GenAI for English language teaching (ELT) and assist teachers to use GenAI effectively in their teaching, the current study adopts a qualitatively driven convergent mixed methods research design with Technology, Pedagogy and Content Knowledge (TPACK) as the theoretical framework. TPACK domains serve as the major themes for data analysis on benefits, challenges and strategies regarding GenAI in ELT. Data collection involves 41 ELT teachers at universities, K-12, and language schools engaging with background and reflection surveys, focus group discussions, and activities during two virtual workshops. A three-month interval between the workshops allows teachers to apply what they learn in the first workshop in teaching and addressing challenges while using GenAI. The results reveal various benefits for teachers, e.g. saving time and generating ideas for teaching preparation. There are also challenges relating to technology (e.g. lack of technological competence), pedagogy (e.g. students' misconduct), and content (e.g. response accuracy). The study proposes a set of strategies for good practice including pedagogy first, quality focus, prompt engineering, and appropriateness. The results highlight the significance of teacher and learner agency to complement the TPACK model and the importance of pedagogical principles (e.g. flexible and creative use of GenAI for teaching) in ensuring appropriate and effective adoption of GenAI in ELT. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492455 |
| Database: | ERIC |
| Abstract: | The emergence of generative artificial intelligence (GenAI) tools in recent years has entailed arguments both for and against their use for teaching and learning among policy makers, schools, teachers, and researchers. While the debates have not reached a consensus yet, many teachers struggle with using them. To help build the literature on GenAI for English language teaching (ELT) and assist teachers to use GenAI effectively in their teaching, the current study adopts a qualitatively driven convergent mixed methods research design with Technology, Pedagogy and Content Knowledge (TPACK) as the theoretical framework. TPACK domains serve as the major themes for data analysis on benefits, challenges and strategies regarding GenAI in ELT. Data collection involves 41 ELT teachers at universities, K-12, and language schools engaging with background and reflection surveys, focus group discussions, and activities during two virtual workshops. A three-month interval between the workshops allows teachers to apply what they learn in the first workshop in teaching and addressing challenges while using GenAI. The results reveal various benefits for teachers, e.g. saving time and generating ideas for teaching preparation. There are also challenges relating to technology (e.g. lack of technological competence), pedagogy (e.g. students' misconduct), and content (e.g. response accuracy). The study proposes a set of strategies for good practice including pedagogy first, quality focus, prompt engineering, and appropriateness. The results highlight the significance of teacher and learner agency to complement the TPACK model and the importance of pedagogical principles (e.g. flexible and creative use of GenAI for teaching) in ensuring appropriate and effective adoption of GenAI in ELT. |
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| ISSN: | 1832-4215 |
