Page 1 of 24

Title: A Qualitative Analysis of Exploring Teachers’

Perceptions about the Role of ChatGPT in English
Teaching and Learning

Abstract
This study explores the perceptions of Pakistani ESL university teachers about the role of
ChatGPT in terms of benefits and challenges in English teaching and learning of students. Data
was collected form 30 Pakistani universities ESL teachers using semi-structured interviews. The
study findings reveal four themes which motivate teachers to use ChatGPT in English teaching
and learning of students that are Theme 1: Positive attitudes of teachers towards ChatGPT,
Theme 2: Professional development of teachers, Theme 3: Personalized learning of students, and
Theme 4: Useful pedagogical tool. On the other hand, four diffident themes include Theme 1:
Misuse of ChatGPT by students, Theme 2: Accuracy concerns, Theme 3: Negative attitudes of
teachers, and Theme 4: Replacement of teachers. Practical solutions were also employed by the
Pakistani ESL teachers to overcome the challenges of using ChatGPT in English teaching and
learning. Such as higher authorities should organize different courses, workshops, seminars, and
webinars about the importance and ethical use of ChatGPT. Enforce classroom activities and
avoid home-based tasks to reduce the use of ChatGPT. By understanding teachers’ perceptions
and addressing their concerns, policymakers can shape suitable policies and services contributors
can tailor their contributions to fulfill teachers' requirements. The outcomes of the study will also
be helpful for higher education institutions (HEIs) in designing policies to assure the congruous
and worthwhile use of ChatGPT, eventually improving teaching experiences of teachers and
learning of students.
Keywords: ChatGPT, Teachers’ perceptions, Benefits, Challenges, Practical Solutions

Introduction
Background of Research
In the age of technology, in recent years, the use of artificial intelligence (AI) tools has gained a
significant impact on various sectors around the world but specifically in the field of education.
Technology has not only been used in education, but it has influenced teaching and learning. It
has a favorable impact on pedagogy and students’ training around all over the world (Sung et al.,
2015). These AI tools have significant impacts to change language education for providing
guidance and practice (Kasneci et al., 2023). There is no doubt that with the invention of modern
technology language learning and teaching has improved (Nguyen, 2021). The modern
knowledge and telecommunications help students to speed up their linguistics skills and tailored
learning (Precintha et al., 2019). The English language is used in every field of life such as
education, business, as well as entertainment, that’s why it is considered as lingua-franca (Elder
& Davies, 2006).
A major improvement has been made with the invention of a new AI tool i.e. ChatGPT, a
language model developed by OpenAI, is one of the hottest among AI tools which generate texts
 Page 2 of 24

like humans (Kim, 2023). It is one of the famous AI tools which is being incorporated by
millions of people around the globe (Cousins, 2023). It behaves like a human because it can be
used to talk in natural language. So, this has received a great interest of users to use it in English
language. It can serve as a medium of instruction through which students can practice dialogues
with ChatGPT, they can correct their grammatical mistakes using ChatGPT, it can also
communicate with them in a natural way (Jeon & Lee, 2023). With the potential and excessive
use of ChatGPT, teachers have suggested that it can be used in different subjects such as
business (Alshater, 2022), nursing education (O’Connor & ChatGPT, 2022), and media and
journalism (Pavlik, 2023). If these AI tools are incorporated in an appropriate way, then teachers
must accept this change. The way ChatGPT communicates with humans has made it a very
interesting and fastest developing application. It has produced up to 100 million buyers only in
two months of its initiation (Ruby, 2023).
The Role of Artificial Intelligence (AI) in Education
The role of AI tools in education has influenced the way we learn and teach in this sector. The
personalized learning of students has been made up to the mark with the integration of this
powerful technology such as machine learning (ML) and natural language processing (NLP). It
can help to make patterns and predictions (Harry & Sayudin, 2023). It has helped instructors and
learners in training by generating automated answers (Malik et al., 2018). With the fusing of this
technology in education, it has created a strong connection among the students and teachers. It
has advanced the learning of students (Guilherme, 2017). AI tools are being used in classrooms
to develop a strong communication between instructors and trainees and fill the knowledge gap
(Chhatwal et al., 2023). AI has made teaching more fruitful and modern. This modern
technology has made students learning and teachers teaching convenient and easy (Liu &
Yushchik, 2024). With the unification of ChatGPT in education setting, teachers and educational
institutions have shown some challenges about the misuse of ChatGPT by the students. Most of
them use it for cheating purposes only (Willems, 2023). Teaching has also improved with the
blending of these tools in classroom for various purposes such as providing feedback and
improving lessons to make teaching advance (Celik et al., 2022).
ChatGPT and English Teaching and Learning
AI tools can create a learning atmosphere to practice English language. These tools can provide
learners with a free platform to dialogue with them to enhance their speaking and writing skills
(Fitria, 2021). They have also influenced the English teaching in such a way that the fusion of
them in the English teaching has helped to improve English speaking abilities, providing
feedback to students, and conversion of ideas or content from one language to another language
(Sharadgah & Sa’di, 2022).
ChatGPT has come out as an assisting and beneficial tool for the English teaching and learning
because it is easily available to everyone. It can revamp English language of EFL and ESL
teachers and students by providing them opportunities to communicate and enhance their
personalized learning with its exercise (Hong, 2023). In EFL context, ChatGPT can be used to
generate different kinds of teaching materials and provide feedback to learners on their works
(Koraishi, 2023). It has played a significant role for the English language teachers to plan lessons
and create content for the better learning of students. It has demonstrated a very brief and concise
materials to teachers for implementing in the English classrooms. To polish the research abilities
of foreign and non-native English researchers ChatGPT has helped them in learning English
 Page 3 of 24

language. It has made them know new techniques to conduct research in various disciplines
(Aljanabi et al., 2023).
Perceptions of ChatGPT usage Among Teachers
With the mesh of ChatGPT, a major transformation has been brought out in education. The way
teachers acquire knowledge for research purposes has changed due to the broadcasting of
ChatGPT (Tlili et al., 2023). It aims at providing facilities to teachers by designing different
types of classroom activities, making assignments for the students, creating question papers for
them, and answering their queries (Khan et al., 2023). Due to the consolidation of ChatGPT,
education quality has progressed (Zhai, 2022; Sun & Hoelscher, 2023). The excessive use of
ChatGPT makes it able to use in different fields such as humanities, English, psychology, arts,
science, and mathematics (Vasconcelos & Santos, 2023). Teachers can use it to perform multiple
tasks, and it connects them to a continues learning process (Sun & Hoelscher, 2023). It has
facilitated them with research methodology to conduct their research and generated different
studies for them which can help them while conducting research (Sok and Heng, 2023).
Most studies have focused on the advantages of using ChatGPT in teaching. The utilization of
ChatGPT helps them to make their teaching modern and effective. They use ChatGPT to design
question papers and activities for the assessment of students (Sun & Hoelscher, 2023). ChatGPT
provides them with different strategies to improve their teaching practice, in this way it helps
them to advance their professional growth (Khan et al., 2023). Teachers also use ChatGPT to
make lesson plans and other teaching materials (Kasneci et al., 2023).
ChatGPT also brings some disadvantages in the education system. Teachers play a very high role
in the learning of students. With the merger of ChatGPT, the interaction among teachers and
students has reduced. It has created a gap between teacher and student. So, it reduces human
attraction (Qadir, 2023; Arif et al., 2023; Sallam et al., 2023). Due to less interaction among
students and teachers, the learning of students is affecting badly because without the proper
guidelines of teachers, students cannot learn. ChatGPT has also affected the thinking capabilities
and problem-solving skills of the teachers and learners. Overreliance on ChatGPT is damaging
teachers’ creativity and analytical skills (Neumann et al., 2023).
By considering the above discussion, the purpose of this study is to investigate the perceptions of
Pakistani ESL teachers about the involvement of ChatGPT in terms of benefits and challenges in
the English teaching and learning in Pakistani context. By identifying the challenges, this study
will also highlight the practical solutions provided by the Pakistani ESL universities teachers to
overcome the concerns related to the fusion of ChatGPT in the English teaching and learning. To
address the inquiry, the study aims to answer these research questions:
 What are the perceptions of Pakistani ESL university teachers on the benefits of using
ChatGPT in the English teaching and learning contexts?
 What are the views of Pakistani ESL university teachers related to the challenges of using
ChatGPT in the English teaching and learning contexts?
 What are the strategies by Pakistani ESL university teachers may employ to overcome the
problems related to the use of ChatGPT in the English teaching and learning contexts?
Literature Review
 Page 4 of 24

Educational technologies have become a significant part of education, after the pandemic of
COVID-19. With the progress of the daily world, teachers use modern technology in their
professional buildout as well as in teaching to make it advanced and up to the mark. The existing
literature review shows the place of ChatGPT in terms of benefits and challenges in teaching and
learning through different contexts. There is hefty engrossment in the ChatGPT among students
as well as teachers. Many studies talk about its benefits and challenges in the education sector
such as (ElSayary, 2023; & Riyadini and Triastuti, 2023; Juan et al., 2023; Hidayat-Ur-Rehman
and Ibrahim, 2023; Bekou et al., 2024; Ulla et al., 2023; Elsaadany, 2024). Studies demonstrated
that ChatGPT revolutionized English teaching and learning by advancing language fluency and
teaching by designing curriculum, concerns comprised data trust issues and overdependence
(ElSayary, 2023; & Riyadini and Triastuti, 2023). The study stated that ChatGPT modernized
ESL teaching, learning abilities and creativity of students in China, issues included replacement
of teachers and demolishing students’ productivity and analytical skills (Juan et al., 2023).
Another research demonstrated that the incorporation of ChatGPT boosted teachers’ intelligence
and confidence in using other AI tools. However, there were a few serious issues like lack of
trust, inaccuracy, and inexactness of ChatGPT (Hidayat-Ur-Rehman and Ibrahim, 2023; Ali, J.
K. M., 2023; Shakil & Siddiq, 2024). ChatGPT in ELT aided teachers to prepare lesson plans,
providing instant feedback and professional growth, troubles involved unease about correctness,
cultural irrelevance, and extra trust in AI technology (Bekou et al., 2024). Ulla et al. (2023) used
Braun and Clarke’s (2014) framework and stated the teachers’ views about ChatGPT. The
findings revealed significant impact of ChatGPT on English pedagogy and learning by shaping
them modern, distressed contained plagiarism issues and unreliability of data.
Mixed method research showed foreign language professors’ optimistic approach towards
ChatGPT as time saver and motivating tool, concerns involved plagiarism issues and addiction of
using ChatGPT destroying students’ brainstorming (Elsaadany, 2024). Another study
investigated that incorporation of ChatGPT uplifted writing capabilities, vocabulary, language
proficiency, and communication skills of English language learners. Major concerns included
copy-pasting issues, and demolishing of students’ capabilities due to ChatGPT (Mabuan, 2024;
Allehyani and Algamdi, 2023; Widianingtyas et al., 2023). Students’ positive feedback about
ChatGPT gave teachers hope to integrate it into learning (Abrar, 2023). The integration of
ChatGPT decreased the teachers’ workload and provided automated feedback about students,
issues compromised excessive use of ChatGPT and an enemy for students’ growth (Ferreiro-
Santamaria, 2024). The study stated that the ethical fusion of ChatGPT attracted students’
English writing, reading and learning skills as well as teaching techniques, concerns included
information trust issues and addiction of ChatGPT (Nguyen, 2023b; Har, 2023). ChatGPT helped
teachers in preparing lesson plans, students’ evaluations and enhanced students’ productive
abilities (Nguyen, 2024; Har, 2023). It’s provided a comfortable environment for students to
learn English language, issues comprised overreliance and ambiguous data given by ChatGPT
(Slamet, 2024). Most of the past studies have uncentered teachers’ practical knowledge about the
role of ChatGPT in terms of benefits and problems in education in various contexts, but did not
explain the empirical conclusions to minimize these concerns in Pakistani context. The present
study fills this gap by highlighting the issues and their possible solutions to master them in
Pakistani context.
Methodology
 Page 5 of 24

The study aimed to investigate the perceptions and beliefs of ESL Pakistani teachers about the
role of ChatGPT in terms of benefits and challenges in English teaching and learning.
Descriptive qualitative research design opted for the research which allowed the researcher to get
a more in-depth understanding of the topic in a natural setting. This method can be used for the
thematic analysis of texts or interviews. And it can also be used with a very small sample.
Participants
The participants included in this study comprised of thirty ESL Pakistani universities teachers
from public sector universities in Lahore. All participants were actively working in Pakistani
government universities. The participants belonged to various departments of the respective
universities such as Humanities, Management Sciences, Computer Sciences, and Psychology.
But all the respondents were teaching English to ESL students in their respective departments.
The participants were lecturers and assistant professors at their respective universities in Lahore.
The purpose to select various departments was to get vast and diverse perceptions of ESL
teachers about the usage of ChatGPT in English teaching and learning. All the participants were
selected based on their use and experience with e-learning systems, specifically ChatGPT, to
meet the research requirements. Participants were selected using non-probability sampling.
Snowball sampling technique was used to select participants because it was hard to find the
regular users of ChatGPT. Hence, the researcher recruited and approached the participants with
the help of the other participants. Interviews were conducted in a manner that was easily
achievable for the research participants that how they were easy for the interview whether face-
to-face, using Zoom or Google Meet. This criteria of selecting participants guaranteed that the
collected data fulfilled the study's objectives by concentrating the practical and lived experiences
of using ChatGPT in English teaching and learning of the participants. The researcher planned to
select only those participants who agreed, and thirty teachers agreed to participate in the study,
but after conducting interviews with almost twenty-five teachers, the researcher found that same
information was repeated by the participants and no new information was obtained, but the
researcher conducted five more interviews to check the validity of the data collected. The final
size of the sample of any research depends on the saturation point when no new information is
added. That's why no more interviews were conducted by the researcher after conducting thirty
interviews, and the final sample was compromised of thirty participants.
Research instrument
The instrument used in this qualitative research was semi-structured interviews. The interviews
comprised of a few pre-determined questions asked by the interviewers and some questions can
also be added by the interviewer for more clarification and to get more details when required
(Taherdoost, 2022). The interviews aimed to delve deeper into the detailed perceptions and lived
experiences of Pakistani ESL teachers towards using ChatGPT, its benefits and challenges in
English teaching and learning contexts.
Procedure
Participants were invited to take part in the study to get more details and understanding about the
role of ChatGPT in English teaching and learning contexts. A participant information sheet was
distributed to each participant, to clarify the objectives of the study. A consent form was also
given to the participants before taking part in the study. Participants were also informed that they
could leave the study at any point (no participant met these criteria). As the study comprised of
 Page 6 of 24

interviews, the participants were informed that they could stop or leave the interview at any
point. On average, each interview continued approximately for 30 minutes. Interviews were
documented by the researcher using Interview Protocol Refinement (IPR) Framework used by
(Shoozan & Mohamad, 2024; Castillo-Montoya, 2016) in their research. IPR framework is a four
phases framework which is used to design and refine the interview protocol for research. To
ensure the reliability and validity of the interview questions, the researcher checked the interview
protocol himself and further, for making an inquiry-based conversation, they were sent to two
teachers and two researchers for testing and enquiry. Feeback and suggestions provided by the
teachers and researchers were used to make amendments to the interview questions. The revised
version was also sent to another researcher, who was not involved in the initial testing process, to
check the validity of the constructs. Interviews were also recorded using a digital device.
Interviews were conducted utilizing both face-to-face and other online formats (such as
WhatsApp, Google Meet, Zoom) in a manner that was feasible for the research participants.
Interviews were later transcribed for significant information by the researcher. All data was
protected under the general data protection rights. While conducting interviews, the researcher
maintained a Non-judgmental approach, respect and privacy towards the teachers.
Data Analysis
The interviews were analyzed using thematic analysis, which involved identifying, analyzing,
and reporting themes present in the collected data. The study utilized thematic analysis
accommodated by NVivo 15 to comprehensively explore the perceptions and lived experiences
of Pakistani ESL teachers about the use of ChatGPT in English teaching and learning. The
researcher followed the recommended six steps outlined by Braun and Clarke (2006) framework
to identify the themes within the data collected from the semi-structured interviews. The process
of conducting a study using Braun and Clarke's (2006) framework, encompasses six steps,
including (1) a complete engagement with the subject in the data set (Maguire and Delahunt,
2017). (2) generating initial codes, (3) searching for themes, to discover the meaningful patterns
and relations all over the data set (Dawadi, 2021). (4) reviewing the themes, (5) defining themes,
and (6) report writing is the last step of Braun and Clarke (2006) framework. In this study, the
researcher conducted initial coding and subsequent themes reviewed by the two other
researchers. All themes were examined and agreed.

Data Analysis
Teachers’ Perceptions about the Role of ChatGPT in English Teaching and Learning
The study has recognized the five motivating themes that inspired the ESL Pakistani teachers to
use ChatGPT in English teaching and learning. Additionally, the analysis has also disclosed four
main themes that hinder the use of ChatGPT by the Pakistani ESL teachers. Lastly, the analysis
also highlights some significant suggestions by Pakistani ESL teachers to overcome the
challenges related to the use of ChatGPT in English teaching and learning contexts.
Figure 1: Teachers views about the role of ChatGPT in English teaching and learning
 Page 7 of 24

Source: Author’s creation

Teachers’ Perceptions about the Benefits of Using ChatGPT in English Teaching and
Learning
Figure 2: Teachers’ beliefs about the use of ChatGPT in terms of benefits in English teaching
and learning

Source: Author’s creation

Figure 2: reveals the main themes that appeared as a driving force for the Pakistani ESL teachers
to adopt ChatGPT in English teaching for teachers and English learning for students. These
themes are based on teachers lived experiences about ChatGPT that influenced them to adopt it.
 Page 8 of 24

My recommendation for ChatGPT is it is a very good tool. I found it very helpful. But if you use
it positively then it can assist you and will not harm your productivity and creativity. You should
be the pilot and ChatGPT should be the co-pilot because the human mind is the creator of AI
(R7)
Generally, I use Chat GPT just to structure my thoughts and then I try to fill that structure with
my own writing. My teaching has improved a lot (R18)
Theme 1: Positive Attitudes of teachers to Use ChatGPT
Due to advancement in their pedagogical and problem-solving skills, ESL Pakistani teachers
allured towards the utilization of ChatGPT in English teaching and learning. They recognized
that ChatGPT is a dire need for Pakistani ESL students and teachers in the digital era to make
their schooling and teaching more innovative respectively.
I often use ChatGPT for texting, analytical skills, structured planners, and for different queries.
It is also a friend of those students who do not have friends. (R14)
I use ChatGPT for research, learning new terms and technologies, and problem solving. It also
helps our students in their learning practices. (R15)
It has really helped in Pakistan because it is making those teachers move who were not
interested in moving at all. I think it can be a friend at least for students in Pakistan who don't
have any friends right because it's learning in Pakistan is always one way of process (R24)
There are many teachers who really hate AI tools. They think these AI tools should not be used.
They should change their teaching method. We should not be afraid of these tools, but teachers
should integrate these AI tools into teaching (R30)
Theme 2: Professional Development of Teachers
Teachers acknowledged that the integration of ChatGPT has influenced their English teaching as
well as professional growth. This incorporation has had a beneficial effect on their vocational
advancement. The potential of ChatGPT for designing curriculum, lesson plans, classroom
activities, and quizzes for them make it advantageous for their career development and
pedagogy. It also assists them to fabricate their expertise and mastery up to the minute.

In professional growth, ChatGPT is a database. It contains a lot of information about various

topics. I generally use it for brainstorming. It gives me exciting ideas. It can bring very positive
change. ChatGPT plays a very important role in my professional growth, like designing lesson
plans, quizzes, and other activities (R1)

Yes, for sure. ChatGPT helps me in my professional growth as it provides updated data for
teaching and to organize different classroom activities for the students (R14)

It has helped me in my professional growth in a way that in skill enhancement, access to

knowledge, and ideas generation (R25).

Theme 3: Useful Pedagogical Tool

By consolidating ChatGPT in their English teaching classrooms, teachers have admitted it an
influential and serviceable teaching tool. It enhances their overall instructional quality. By
 Page 9 of 24

exchanging views, producing content, generating resources, providing new ideas, and organizing
database for teachers also motivate them to incorporate ChatGPT in their English teaching. Its
integration in teaching also succors them to develop their vocabulary and comprehend modern
terminologies. Also, it has improved and revolutionized their teaching strategies by providing
modern teaching expertise.

I generally use ChatGPT for lesson planning and designing activities. ChatGPT can be
integrated into my teaching practice as it helps me in designing activities like vocabulary-
building activities. I just share my objectives or topic with the ChatGPT, it provides me a frame
of different activities that can be further tailored by me. I can further polish those activities. It
just provides me a Skeleton, you can improve it (R1)

Yes, the use of ChatGPT helps in my current teaching practice especially in organizing data,
brainstorming, and for other purposes as well (R24)

It helps in lesson planning, content generation, facilitating discussions, and as a resource

creation. As it helps to perform different tasks such as lesson planning, problem solving, and
brainstorming (R30)

Sub-Theme: Time-Saving Tool

The capability of ChatGPT in promoting modern teaching techniques and producing automated
directorial and managemental tasks influenced the teachers to explore its exercise in English
teaching. By using ChatGPT facets, teachers are saving their time and energy to make their
classrooms more effective for learning. It saves their time by self-operating lesson plans,
curriculum, quizzes, and useful classrooms activities.
It is a time saver tool as well. Yes, it is a very time-saving tool, you can use it for curriculum
designing. However, we cannot deny the importance of human effort and knowledge, to the
person who is using ChatGPT. In this way, we can say it plays a very important role as you give
it information, attach files, provide material, write prompts, and ask ChatGPT to design the
curriculum. In this way it saves your time (R11)
It is also a time savor tool, for example, when I am in a hurry, I use ChatGPT for texting,
making lectures outline, as well as structured planners. It also highlights punctuation mistakes.
It helps in making vocabulary much better (R27)
ChatGPT can save time and energy in preparing a curriculum that you can utilize in other
classes (R28)
Theme 4: Brainstorming
The potential of ChatGPT in creative collaboration, thought exploration, generation of ideas, and
conceptualization inspires ESL teachers to integrate ChatGPT in English teaching and learning.
They believed that students and teachers can take ideas and concepts from ChatGPT for
brainstorming which helps them to enhance their creative skills, analytical skills and observant
skills.
I generally use it for brainstorming. It gives me exciting ideas. It can bring very positive change
(R9)
 Page 10 of 24

Yes, it has a great influence in my English teaching as I use ChatGPT for brainstorming and to
take different ideas and concepts (R14)
Basically, it gives you the main headings for brainstorming the topics. In this way it helps the
teachers in English teaching (R18)
Yes, it can influence the critical thinking and creativity of ESL students in English learning. I
suggest my students to use ChatGPT to brainstorm. I suggest my students to use ChatGPT to
take suggestions for the icebreaker in their presentation. It works great and they have wonderful
presentations. Teachers can use ChatGPT insight to develop critical thinking (28)
Theme 5: Personalize Learning of Students
The potential integration of ChatGPT in English learning has improved patented and subjective
abilities of ESL students by polishing their productive skills such as writing and reading skills.
Students use ChatGPT to perform multiple tasks such as to solve various problems, check
grammatical mistakes, spelling correction, sentence making, make assignments, and
presentations, paraphrase texts, and facilitate research. These potential factors motivate teachers
to allow students for utilization of ChatGPT in English learning for ESL students.
Yes, it can be a very helpful tool for the students. I generally suggest my students to use
ChatGPT because other AI tools are not free that are for polishing speaking skills (R7)
They can study as much as they want from it. For reading skills, I think that would be, that's a
100% yes. It gives you a lot of provision to read things. So, I prefer it for reading skills a lot.
(R11)
Yes, it also helps ESL students to improve their writing skills if use appropriately. It can enhance
their vocabulary. In my opinion, ChatGPT helps to enhance their productive skills like it helps to
improve their English writing. (R24)
Yes, it also enhances their productive skills if they use it just to take concepts and ideas. It can be
helpful for them as it can enhance their expression, grammar, and vocabulary, individual
queries can be discussed, and provide personalized support (R27)
Figure 3: Teachers’ Perceptions about the Challenges of using ChatGPT in English Teaching
and Learning
Figure 3: Teachers’ views about the challenges of using ChatGPT in English teaching and
learning
 Page 11 of 24

Source: Author’s creation

Theme 1: Negative attitudes of teachers towards the use of ChatGPT
Teachers have also disclosed some concerns regarding the use of ChatGPT in English teaching
and learning. Inappropriate use of ChatGPT in English teaching and learning demolishes
teachers and students’ creativity, thinking potential, intelligence level and problem-solving skills.
Teachers recognize that ChatGPT is also a cancer for students and teachers’ learning because it
hacks their personalized abilities of productive skills. And teachers also confess that ChatGPT is
not a culture sensitive because sometimes it provides some classroom activities which are not
allowed in one’s culture to practice. These inhibit factors demoralize teachers to use ChatGPT in
English teaching and learning.
If teachers start doing the same, the shape of knowledge/ information will be distorted badly as
in many cases the machine interprets things very differently from what humans mean while
producing that knowledge (R13)
I do not recommend, I'm not happy with the tool because it's very basic, it's just very popular so
that's why everyone uses it. There are so many other AI tools that you can use that use. it has not
influenced my English teaching styles, or it is not relevant to my job at all because it's not really
useful (R22)
Like benefits, it has some disadvantages as well. Like its inappropriate use makes troubles for
teachers and students by destroying their cognitive abilities and thinking abilities. Also, it’s not
culture sensitive (R28)
Theme 2: Replacement of Teachers
The excessive incorporation of ChatGPT by students in education especially English learning has
led to a limitation in the human interactions among students and teachers. They have also
believed that students use ChatGPT as a virtual tutor, substitute for teachers. Despite it, they
strongly recommend that ChatGPT has nothing with emotions for the betterment of students
 Page 12 of 24

because it is just a machine and nothing than more. This lack of interaction and reliance among
teachers and students has led to lessening interpersonal connections and teamwork opportunities.
Humans have to use AI tools logically. Of course, every teacher has the knowledge, nobody can
replace that teacher (R12)
So, our generation may come where students do not need teachers to teach and teachers if they
only have to teach English language, they might not be a position of teaching English to the
students. ChatGPT is like a machine. It's a mechanical thing (R22)
But the role of teacher would be compromised by using ChatGPT. Students think ChatGPT can
help them. If teachers will not fulfill the needs of the students, then they will rely on ChatGPT.
ChatGPT in replacement of teachers in the future (R29)
Theme 3: Accuracy Concerns
Teachers have observed some serious concerns regarding unreliability, inconsistence and
correctness of the information given by ChatGPT. They stress that they must double-check the
information provided by ChatGPT before practicing it in their teaching. They also realize that
mostly it provides irrelevant and incorrect data about the research. That’s why ChatGPT does not
have competencies and contextual apprehension needed for generating standard and required
data.
Sometimes, it gives incorrect data but then I verify the data. But we cannot totally rely on these
AI tools. The other main concern is that it provides incorrect information. You have other
options to check the correctness of the information (R11)
However, it needed to be double checked from the sources it gave. Once I used it for knowing the
main taxonomies of a phenomenon from major researchers so far, it gave a quick, brief
summary. Which was useful though I needed to double check the references from Google
Scholar (R23)
Sometimes, the data created by ChatGPT can be incorrect and not reliable. Yes, the main ethical
issue is the content generated by ChatGPT is not appreciated by the higher education
commission and teachers (R30)
Theme 4: Misuse of ChatGPT by the Students
Teachers have expressed another utmost concern about the inappropriate integration of ChatGPT
in English learning by the students. The automated data generated by ChatGPT for the students
abolishes their productive skills. They totally use it for cheating purposes in their exams and
classroom assignments. Due to the exploitation of ChatGPT, their critical thinking, analytical
and fertile skills are compromised. Thorough reliance on ChatGPT is making students lazy and
handicapped because they do not try to think and produce knowledge on their own which is
leading them to the hell of incompetence.
Well, students basically stop creative activities that they use to. Then the assignments that they
do with the help of ChatGPT, they lack the human flavor. It has basically ousted. It has made
these things minus into the students. This means the critical thinking and creativity have both
been ousted from the student's life (R12)
 Page 13 of 24

Their critical thinking is also affected. 100% reliance on ChatGPT also affects their critical
thinking and we can say overall learning (R14)
Students limit themselves just to the ideas and stop brainstorming. It destroys students’ creativity
and critical thinking. They do not put any effort and do not try to create new ideas (R25)
Yes, students rely too much on ChatGPT. They stop using their brain. At times when they submit
their assignments. They do not even know what they have written in the assignment. They are not
familiar with the meanings they have written in the drafts. This overreliance on ChatGPT is
deteriorating their condition or performance further (R30)
Theme: Solutions to Reduce Concerns
Teachers have also gave out suggestions and solutions to minimize these concerns related to the
incorporation of ChatGPT in English teaching and learning. They delineate that by providing
them with adequate training about the ethical and virtuous application of AI tools such as
ChatGPT can reduce these concerns. They also outline that students and teachers can enhance
their English learning and teaching respectively by avoiding complete reliance on ChatGPT as
well as they can revolutionized their knowledge and understanding about English language using
appropriate use of ChatGPT. They can use it just for taking ideas and improving their
understanding about a particular topic. They also illustrate practical solutions that government
education department and higher education should organize seminars, webinars, specific training
sessions, courses, books, and workshops related to the ethical use of AI tools i.e. ChatGPT in
English teaching and learning for the Pakistani ESL teachers and students.
We can realize them the importance of these AI tools ethically in English language learning. I
think practical solutions should be introducing different courses, books, and organized
workshops about the ethical use of AI tools like ChatGPT. Teachers should also be trained to
use ChatGPT. We need to change ourselves with time. As we are not natives, so we should
evolve our methods of English teaching and learning using these AI tools, instead of fearing
these AI tools (R10)
My recommendation to the teachers as well as to the students is they need to use ChatGPT with
care and caution. They must not produce anything which is to be presented in their name at any
forum through ChatGPT only (R22)
There should be rigorous training on the right and ethical usage of it before they start to use or
are allowed to use it (R28)
My recommendations are if it use positively and appropriately, I mean just to take ideas and
concept, for brainstorming, then it can help. Otherwise, it destroys the critical thinking of
students. By giving understanding to teachers and students about its use. For this purpose, we
can organize workshops and seminars. Vigilantly and less use of ChatGPT is also the practical
solution and do not rely 100% on ChatGPT (R30)
Theme: Future of ChatGPT
Teachers have also predicted the role of ChatGPT in English teaching and learning in Pakistani
context. It will have a positive as well as negative impact on students and teachers’ learning and
teaching. They believe that AI is the future, and everyone will rely on these tools. And we should
accept this change and modernize our learning and teaching techniques according to these tools.
 Page 14 of 24

They have also elaborated that if these AI tools can turn darkness into the light, then they can
also turn bright into the darkness. Its correct use will help Pakistani ESL teachers and students to
improve their English teaching and learning respectively.
Yes, I think ChatGPT is also updating its database. Different new versions of ChatGPT have
ensured its accuracy level. I think AI is the future and we need to accept this change. We need to
change ourselves to meet the expectations of the changing times. Therefore, banning these AI
tools is not the solution (R1)
So, to me, ChatGPT is a major advancement in technology that students will not be working in
their near future. The role of ChatGPT will be increasing in the near future. There will be a kind
of boom in ChatGPT's work and then there will be maximum use (R15)
ChatGPT would be there and that would be enough to teach the students. I guess where it can
survive, I mean the people can survive the challenges of ChatGPT as more meta-cognitive skills
use of meta-cognitive skills than English teaching and learning (R21)
I see it as a very useful tool in the future of English teaching and learning. It is very helpful for
the ESL students in English language learning (R24)
Discussion
The current study high spotted that the Pakistani ESL teachers have shown that ChatGPT is a
very useful and helping tool for the English teaching and learning. The Pakistani ESL teachers
believed that students and teachers can use ChatGPT to make their learning and teaching more
innovative and affective just like the findings of ElSayary (2023) & Riyadini and Triastuti
(2023). They employed it to search about the difficult terms and definitions of terminologies.
Teachers integrated ChatGPT to check their grammatical mistakes while writing texts and emails
as well. They also perceived that the use of ChatGPT has influenced their teaching practices.
Overall teachers have shown positive attitudes towards the use of ChatGPT in English teaching.
Furthermore, teachers also noted that ChatGPT is a time-saving tool. The teachers used ChatGPT
to make lesson plans, design different classroom activities, make question papers, assignment
questions, quizzes, for content generation, and organization of data. The present research also
highlighted that teachers use ChatGPT to save their energy and time. Previous studies conducted
by Elsaadany (2024), ElSayary (2023) & Riyadini, Nernere and Kastuhandani (2024), Triastuti
(2023) and Ulla et al. (2023) indicated that teachers showed positive intentions towards the use
of ChatGPT in English teaching and learning. Furthermore, they also elaborated that ESL
teachers viewed that ChatGPT is a time saving tool and a useful pedagogical tool.
Moreover, by integrating ChatGPT into their teaching practices, it also stimulated them to adopt
other emerging AI tools in their teaching practices and meet the advanced needs of ESL students
in the digital era. Bekou et al., (2024) showed that teachers concluded that ChatGPT helped in
their professional growth and made their teaching more innovative. Its use gave them confidence
to harmonize other AI tools in their teaching practices.
In addition, the study also brightened that Pakistani ESL teachers considered that the ethical use
of ChatGPT can increase the personalized learning of ESL students. It improves their
vocabulary, enhances their creativity by taking concepts or ideas, check spelling mistakes, to
make sentence corrections, and for rephrasing. Mabuan (2024) and Nguyen (2024) yielded the
same outcomes which shed light on the personalized learning of ESL students. It can enhance
 Page 15 of 24

their reading and writing skills (Slamet, 2024; Allehyani and Algamdi, 2023; Widianingtyas et
al.,2023).
By coordinating ChatGPT in English teaching and learning, teachers use ChatGPT for the
icebreaker of the lectures and it also generates main headings for the teachers which they must
teach. On the other hand, the Pakistani ESL teachers also noted that students’ critical thinking,
problem-solving skills, and creativity can improve by using ChatGPT. Studies showed that
teachers conceded that ChatGPT can enhance students and teachers brainstorming if used
appropriately. (Shakil & Siddiq, 2024; Har, 2023; Kiryakova and Angelova, 2023; Hammer,
2024)
The current study assimilated that the Pakistani ESL teachers expressed an alarming situation for
the ESL students because they revealed that students use ChatGPT not for brainstorming, but for
cheating purposes. The misuse of ChatGPT and overreliance on ChatGPT is demolishing their
critical thinking, creativity, and problem-solving skills which is very harmful for their personal
learning. Studies conducted by Juan et al. (2023) and Elsaadany (2024) expressed these same
concerns which explained that ESL students use ChatGPT as a cheating tool.
One teacher manifested their interest in other AI tools instead of ChatGPT because they thought
ChatGPT is very easy to use and accessible to everyone. And it provides false information.
Moreover, teachers considered that ChatGPT is an enemy for students. Har (2023) and Nguyen
(2024) also featured that use of ChatGPT made students lazy and destroyed their original
abilities and cognitive skills. Teachers also underlined the importance of verifying the
information created by ChatGPT before integrating it. ChatGPT is not a reliable tool according
to them. The Pakistani teachers also stressed that ChatGPT is not a culture sensitive like it also
provides such activities which are not adequate and allow to perform in the Pakistani culture.
Bekou et al. (2024) and Ulla et al. (2023) shed light on these concerns of reliability of data.
Moreover, Bekou et al. (2024)’s study also focused on that it is culture sensitive. It was
conducted in EFL context but has the same findings.
Another concern foregrounded by the Pakistani ESL teachers was that ChatGPT is a substitute of
teachers. They deemed students can take help form ChatGPT when they have no one to guide
them but as ChatGPT is a tool, it has nothing to do with the emotions which teachers have for
their students. But some Pakistani ESL teachers affirmed that ChatGPT cannot take place of
teachers. They spotlighted some issues related to discipline. And due to the excessive use of
ChatGPT, a gap has been created among teachers and students which is affecting students
learning. Juan et al. (2023) also featured that ChatGPT would take place of teachers soon, but it
has nothing to do with the emotions which teachers have for their students.
Previous studies also underlined these concerns, but they did not infer the practical solutions to
tackle the problems of integrating ChatGPT into the English teaching and learning in the
Pakistani context. This study fills this gap by highlighting the practical solutions of integrating
ChatGPT into English teaching and learning. Teachers acknowledged that different courses,
books, seminars, webinars, and workshops should be organized to train ESL students and
teachers about the importance and ethical use of ChatGPT in English teaching and learning.
They also expressed that ESL teachers should change their teaching strategies to minimize the
use of AI tools in learning. They can give opportunity to students to use AI tools in the
classroom just for brainstorming and to check their mistakes. The study also shed light that
teachers should avoid home-based assignments and other tasks. They must design such activities
 Page 16 of 24

which students have to perform in the classroom in front of their teachers. In this way, teachers
can notice the understanding of the students. They can identify the intelligence level and mental
abilities of students. Furthermore, teachers also supposed that the ethical use of ChatGPT in
English teaching and learning can advance the personalize learning of students and teachers.
Moreover, teachers also unfolded that the coming era will be the era of AI. That’s why students
will use AI tools as substitute of teachers in future.
6. Conclusion
Directed by the thematic analysis approach, this qualitative study explored the views of the
Pakistani ESL university teachers about the role of ChatGPT in terms of benefits and challenges
in the English teaching and learning contexts. This study also highlighted the strategies and
solutions employed by thirty Pakistani ESL university teachers to overcome the problems related
to the use of ChatGPT in the English teaching and learning contexts. The data for the study was
collected using semi-structured interviews. The reason to conduct interviews was to get lived
experiences and practical experiences of the Pakistani ESL teachers about the role of ChatGPT in
English teaching and learning contexts. Thirty interviewees, having different designations of
lecturers and assistant professors in the Pakistani government universities, provided useful
insights into their lived experiences.
The results contributed to an understanding of the strategies and practical solutions encouraged
by the Pakistani ESL teachers to overcome the challenges related to the use of ChatGPT in
English teaching and learning in Pakistani context. The study explored the positive themes such
as personalized learning of students, useful pedagogical tools, positive intentions of teachers, and
professional development of teachers. The study also highlighted some themes related to the
challenges of using ChatGPT such as misuse of ChatGPT by the students, accuracy concerns,
negative attitudes of teachers towards ChatGPT, and replacement of teachers.
This study also elucidated the suggestions and practical solutions given by the Pakistani ESL
teachers to reduce the concerns related to the use of ChatGPT in the English teaching and
learning contexts. The study enlightened that teachers acknowledged that different courses,
books, seminars, webinars, and workshops should be organized to tarin Pakistani ESL teachers
and students about the importance and ethical use of ChatGPT in the English teaching and
learning contexts. The study findings may be helpful for the users of ChatGPT to understand the
benefits and challenges of using ChatGPT.
Implications for teachers and students
(1) Education system needs to motivate teachers and students about the importance and ethical
use of AI tools i.e. ChatGPT for educational purposes. They need to understand the
competencies and limitations of AI tools. Improving their educational technological abilities will
help them to make their teaching and learning more effective and innovative.
(2) To motivate students and teachers about the ethical use of AI tools, various training sessions
such as seminars, webinars, workshops and courses should be organized by the higher education
and educational authorities. Through this, their confidence in the use of AI tools and productive
skills will be improved.
(3) ESL teachers who know the ethical and successful use of AI tools can share their lived
experiences with other teachers and students through workshops on ‘How to use AI tools for
 Page 17 of 24

educational purposes’. It will help students and teachers to incorporate ChatGPT into the
classroom. It will influence the standard of teaching and students’ educational record.
(4) ESL teachers can conduct research on the importance and significant benefits of using AI
tools i.e. ChatGPT in education setting and share the findings of the research with the high
authorities and management of the educational system. This will help high authorities and
teachers to understand the importance and potential benefits of using AI tools, i.e. ChatGPT for
educational purposes.
Limitations and scope for future research
This study gives significant insights into the Pakistani ESL teachers’ perceptions about the use of
ChatGPT in terms of benefits and challenges and strategies to overcome these challenges related
to the use of ChatGPT in the English teaching and learning contexts but there are some
limitations that should be considered. The study sample was limited to only thirty ESL teachers
working in government universities in Pakistan which may have limited the generalizability of
the results found in the present study. But various results can be found by increasing the number
of participants. Views of teachers who are working in various cultural and educational settings
can also be explored. Also, this study has used Braun and Clarke (2006) framework as a
qualitative approach. Although this framework has significant insights, future researchers can
also integrate quantitative methods. Future researchers can also find the beliefs and views of ESL
students about the role of ChatGPT in Pakistani or any other context. This study has investigated
the role of ChatGPT, but future researchers can use other AI tools i.e. Grammarly, DeepSeek etc.
to get the perceptions of teachers or students.
Declaration
Availability of data and materials
The data supporting the findings of this study are available from the corresponding author upon
reasonable request.
Acknowledgement: I (the author) wish to thank my correspondent author who participated in
the research.
Funding: Not Applicable

References
Abrar, M. A. (2023). An Intervention Study on the Use of Artificial Intelligence
in the ESL Classroom: English teacher perspectives on the Effectiveness of
ChatGPT for Personalized Language LearningEn. DIVA. [Link]
[Link]/smash/[Link]?pid=diva2%3A1774035&dswid=-9574
Ali, J. K. M., Shamsan, M. a. A., Hezam, T. A., & Mohammed, A. a. Q. (2023).
Impact of CHATGPT on learning motivation: Journal of English Studies in
Arabia Felix, 2(1), 41–49. [Link]
 Page 18 of 24

Aljanabi, M. & Ghazi, M., Ali, A. H. & Abed, S. A. (2023). ChatGPT: Open
possibilities," Iraqi Journal for Computer Science and Mathematics, 4(1), 62-
64
Allehyani, S. H., & Algamdi, M. A. (2023, November 30). Digital
Competences: Early Childhood Teachers’ Beliefs and perceptions of
CHATGPT Application in Teaching English as a Second Language (ESL).
[Link]
Alshater, M. M. (2022). Exploring the role of artificial intelligence in
enhancing academic performance: A case study of ChaTGPT. SSRN
Electronic Journal. [Link]
Arif, T. B., Munaf, U., & Ul-Haque, I. (2023). The future of medical education
and research: Is ChatGPT a blessing or blight in disguise? Medical Education
Online, 28(1). [Link]
Bekou, A., Mhamed, M. B., & Assissou, K. (2024). Exploring opportunities and
challenges of using ChatGPT in English language teaching (ELT) in Morocco.
[Link]. [Link]
Castillo-Montoya, M. (2016). Preparing for interview research: The Interview
Protocol Refinement Framework. The Qualitative Report.
[Link]
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The Promises and
Challenges of Artificial Intelligence for Teachers: a Systematic Review of
Research. TechTrends, 66(4), 616–630. [Link]
00715-y
Chhatwal, M., Garg, V., & Rajput, N. (2023). Role of AI in the education
sector. Lloyd Business Review, 1–7. [Link]
Cousins, J. (2023, February 10). What is Chat GPT? Why is it here to stay? —
TFN. Tech Funding News. [Link]
is-it-here-to-stay\
Dawadi, S. (2021), “Thematic analysis approach: a step by step guide for ELT
research practitioners”, Journal of NELTA, Vol. 25 Nos 1/2, pp. 62-71.
Elder, C., & Davies, A. (2006). ASSESSING ENGLISH AS a LINGUA FRANCA.
Annual Review of Applied Linguistics, 26.
[Link]
Elsaadany, M. (2024). Usage of Chat GPT in English as a Foreign Language
(EFL) Classrooms: Faculty Member’s Perspective for its Challenges and
Opportunities, 338–356. [Link]
ElSayary, A. (2023). An investigation of teachers’ perceptions of using
ChatGPT as a supporting tool for teaching and learning in the digital era.
 Page 19 of 24

Journal of Computer Assisted Learning, 40(3), 931–945.

[Link]
Fitria, T. N. (2021). THE USE TECHNOLOGY BASED ON ARTIFICIAL
INTELLIGENCE IN ENGLISH TEACHING AND LEARNING). ELT Echo the Journal
of English Language Teaching in Foreign Language Context, 6(2).
[Link]
Ferreiro-Santamaria, G. (2024, May 16). Exploring the role of ChatGPT in
English teaching within higher education settings.
[Link]
Guilherme, A. (2017). AI and education: the importance of teacher and
student relations. AI & Society, 34(1), 47–54. [Link]
017-0693-8
Hammer, E. (2024). ChatGPT in the Classroom: The Teacher’s Challenges
and Opportunities in an AI Revolution.
[Link]
Har, F. (2023). Teaching English as a second language in the midst of a
paradigm shift: An exploration of students’ and teachers’ perception of
CHATGPT. In Educational communications and technology yearbook (pp. 21–
35). [Link]
Harry, A., & Sayudin, S. (2023). Role of AI in education. Interdiciplinary
Journal and Hummanity (INJURITY), 2(3), 260–268.
[Link]
Hidayat-Ur-Rehman, I., & Ibrahim, Y. (2023). Exploring factors influencing
educators’ adoption of ChatGPT: a mixed method approach. Interactive
Technology and Smart Education. [Link]
Hong, W. C. H. (2023). The impact of ChatGPT on foreign language teaching
and learning: opportunities in education and research. Journal of Educational
Technology and Innovation, 5(1). [Link]
Jeon, J., & Lee, S. (2023). Large language models in education: A focus on the
complementary relationship between human teachers and ChatGPT.
Education and Information Technologies, 28(12), 15873–15892.
[Link]
Juan, W., Qing, S., Yunus, M. M., & Rafiq, K. R. M. (2023). Integrating ChatGPT
into English Language Teaching and Learning: Strengths and Weaknesses.
International Journal of Academic Research in Business and Social Sciences,
13(12). [Link]
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer,
F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S.,
Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M.,
Schmidt, A., Seidel, T., . . . Kasneci, G. (2023). ChatGPT for good? On
 Page 20 of 24

opportunities and challenges of large language models for education.

Learning and Individual Differences, 103, 102274.
[Link]
Khan, R. A., Jawaid, M., Khan, A. R., & Sajjad, M. (2023). ChatGPT - Reshaping
medical education and clinical management. Pakistan Journal of Medical
Sciences, 39(2). [Link]
Kim, S. (2023). Using ChatGPT for language editing in scientific articles.
Maxillofacial Plastic and Reconstructive Surgery, 45(1).
[Link]
Kiryakova, G., & Angelova, N. (2023). ChatGPT—A challenging tool for the
university professors in their teaching practice. Education Sciences, 13(10),
1056. [Link]
Koraishi, O. (2023, May 12). Teaching English in the age of AI: Embracing
ChatGPT to optimize EFL materials and assessment.
[Link]
Liu, Z., & Yushchik, E. (2024). Exploring the prospects of using artificial
intelligence in education. Cogent Education, 11(1).
[Link]
Mabuan, R. A. (2024). CHATGPT and ELT: Exploring Teachers’ voices.
International Journal of Technology in Education, 7(1), 128–153.
[Link]
Maguire, M. and Delahunt, B. (2017), “Doing a thematic analysis: a practical,
step-by-step guide for learning and teaching scholars”, All Ireland Journal of
Higher Education, Vol. 8 No. 3, pp. 1-14.
Malik, G., Tayal, D. K., & Vij, S. (2018). An analysis of the role of artificial
intelligence in education and teaching. In Advances in intelligent systems
and computing (pp. 407–417). [Link]
Nernere, R. P., & Kastuhandani, F. C. (2024). In-Service English Teacher’s
lived experience in using ChatGPT in teaching preparation. SALEE Study of
Applied Linguistics and English Education, 5(1), 227–243.
[Link]
Neumann, M., Rauschenberger, M. and Sch€on, E.M. (2023), “We need to
talk about ChatGPT”: the future of AI and higher education”, available at:
[Link]
deliver/index/docId/2467/file/neumann_etal2023-chatGPT_AI_higher_ed.pdf.
Nguyen, T. C. (2024). University Teachers’ perceptions of using CHATGPT in
language teaching and assessment. Proceedings of the AsiaCALL
International Conference, 4, 116–128. [Link]
 Page 21 of 24

Nguyen, T. T. H. (2023b). EFL Teachers’ Perspectives toward the Use of

ChatGPT in Writing Classes: A Case Study at Van Lang University.
International Journal of Language Instruction, 2(3), 1–47.
[Link]
Nguyen, T. T. H. (2021, October 9). Implementing digital techniques to
stimulate EFL students’ engagement: a case study in Vietnam. [Link]
[Link]/[Link]/journal/article/view/81
O’Connor, S., & ChatGPT, N. (2022). Open artificial intelligence platforms in
nursing education: Tools for academic progress or abuse? Nurse Education in
Practice, 66, 103537. [Link]
Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the implications
of Generative Artificial intelligence for journalism and media education.
Journalism & Mass Communication Educator, 78(1), 84–93.
[Link]
Precintha Rubini, A., James, P. P., Yong, K. L., & Yunus, M. M. (2019). Hear me
out! Digital storytelling to enhance speaking skills. Int. J. Acad. Res. Bus. Soc.
Sci, 9, 190-202.
Qadir, J. (2023), “Engineering education in the era of ChatGPT: promise and
pitfalls of generative AI for education”, 2023 IEEE Global Engineering
Education Conference (EDUCON), IEEE, pp. 1-9.
Riyadini, M. V., & Triastuti, A. (2023, July 19). Teachers’ perspectives on
CHATGPT as a language teaching resource: benefits, challenges, and
pedagogical considerations.
[Link]
Ruby, D. (2023, February 8). ChatGPT Statistics for 2023: Comprehensive
Facts and Data. Demand Sage. [Link]
statistics/
Sallam, M. (2023), “The utility of ChatGPT as an example of large language
models in healthcare education, research and practice: systematic review on
the future perspectives and potential limitations”, medRxiv, pp. 1-34.
Shakil, E., & Siddiq, S. (2024). ESL Teachers’ Perceptions about ChatGPT as a
Threat to Analytical Writing Abilities of ESL Learners at Graduate Level.
PAKISTAN LANGUAGES AND HUMANITIES REVIEW, 8(I).
[Link]
Sharadgah, T. A., & Sa’di, R. A. (2022). A Systematic Review of Research on
the Use of Artificial Intelligence in English Language Teaching and Learning
(2015-2021): What are the Current Effects? Journal of Information
Technology Education Research, 21, 337–377. [Link]
Shoozan, A., & Mohamad, M. (2024). Application of interview protocol
Refinement framework in systematically developing and refining a semi-
 Page 22 of 24

structured interview protocol. SHS Web of Conferences, 182, 04006.

[Link]
Slamet, J. (2024). Potential of ChatGPT as a digital language learning
assistant: EFL teachers’ and students’ perceptions. Discover Artificial
Intelligence, 4(1). [Link]
Sun, G. H., & Hoelscher, S. H. (2023). The CHATGPT Storm and what faculty
can do. Nurse Educator, 48(3), 119–124.
[Link]
Sung, Y., Chang, K., & Liu, T. (2015). The effects of integrating mobile
devices with teaching and learning on students’ learning performance: A
meta-analysis and research synthesis. Computers & Education, 94, 252–275.
[Link]
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., &
Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a
case study of using chatbots in education. Smart Learning Environments,
10(1). [Link]
Ulla, M. B., Perales, W. F., & Busbus, S. O. (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. [Link]
Vasconcelos, M. a. R., & Santos, R. P. D. (2023). Enhancing STEM learning
with ChatGPT and Bing Chat as objects to think with: A case study. Eurasia
Journal of Mathematics Science and Technology Education, 19(7), em2296.
[Link]
Widianingtyas, N., Mukti, T. W. P., & Silalahi, R. M. P. (2023). ChatGPT in
Language Education: Perceptions of teachers - a beneficial tool or potential
threat? Voices of English Language Education Society, 7(2), 279–290.
[Link]
Willems, J. (2023). ChatGPT at universities – the least of our concerns. SSRN
Electronic Journal. [Link]
Sok, S. and Heng, K. (2023), “ChatGPT for education and research: a review
of benefits and risks”, SSRN 4378735
 Page 23 of 24

Appendix A

Interview Questions

1. For which purpose have you used ChatGPT?

2. How do you perceive ChatGPT for your professional growth?
3. In what ways can the use of ChatGPT be merged into your current teaching practice?
4. As an ESL teacher, how does the arrival of ChatGPT influence your English teaching in
terms of curriculum designing and other tasks relevant to your job?
5. In your opinion, how could the use of ChatGPT help ESL students in their English
learning?
6. In your opinion, what are the challenges of integrating ChatGPT in English learning for
ESL students?
7. In your opinion, how does the use of ChatGPT help to enhance ESL students’ productive
skills in terms of English writing?
8. How do you think the use of ChatGPT influence the critical thinking and creativity of
ESL students in English learning?
9. What are the concerns or ethical issues that make you worry while using ChatGPT in
English teaching and learning?
10. What suggestions do you want to give to ESL teachers and students who use ChatGPT in
their English teaching and learning respectively?
11. What are the practical solutions to deal with the challenges related to the use of ChatGPT
in English teaching and learning?
12. How do you predict the role of ChatGPT in the future of English teaching and learning?

Appendix B

Consent Form
Introduction:
The objective of this study is to find the ESL teachers’ perspective about the use of ChatGPT in
English teaching and learning. You are invited to participate in this research work voluntarily
and you can withdraw at any time. Your participation will be greatly appreciated.
Procedure:
 Page 24 of 24

The semi-structured interviews will be taken for the study. Your name will only be mentioned in
the study with your consent. The interview will be recorded so its transcription will be used in
the research work for analysis. The interview might take 25-30 minutes.
Risks and Benefits:
Your contribution to this research work would be greatly appreciated and it’ll be beneficial not
only for this study but for future researchers as well to proceed with the research on this topic by
getting ideas from this study. However, no risks are involved.
Confidentiality:
The data collected in the form of interview will totally be confidential and only the researcher
would have access to that. All the personal information will be secured, and it’ll not be revealed
in the analysis or findings.
Consent:
I confirm that I understand the details of this study and agree to participate. I give permission for
my interview to be recorded for the purpose of the analysis. I certify that I am not prevented
from leaving the study at any point without being subjected to any hindrances.

Signature: ____________ Date: _________________