Literaturnachweis - Detailanzeige
| Autor/inn/en | Ulla, Mark Bedoya; Perales, William F.; Busbus, Stephenie Ong |
|---|---|
| Titel | 'To Generate or Stop Generating Response': Exploring EFL Teachers' Perspectives on "ChatGPT" in English Language Teaching in Thailand |
| Quelle | In: Learning: Research and Practice, 9 (2023) 2, S.168-182 (15 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Ulla, Mark Bedoya) ORCID (Perales, William F.) ORCID (Busbus, Stephenie Ong) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2373-5082 |
| DOI | 10.1080/23735082.2023.2257252 |
| Schlagwörter | Foreign Countries; English (Second Language); Language Teachers; Second Language Instruction; Teacher Attitudes; Artificial Intelligence; Educational Technology; College Faculty; Instructional Effectiveness; Thailand |
| Abstract | The present research explores the perspectives of English as a foreign language (EFL) teachers at a Thai university regarding "ChatGPT" as a language teaching tool. Seventeen EFL teachers completed an online interview survey, while three of these teachers engaged in a subsequent individual interview in person. Utilising a qualitative descriptive research paradigm, the results indicate that 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, trustworthiness, and capacity to promote excessive student dependence. This study makes a valuable contribution to the extant literature by illuminating the potential benefits and drawbacks of utilising "ChatGPT" in language education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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