Challenges Faced by ELT Teachers in Adopting ChatGPT as an Instructional Tool
DOI:
https://doi.org/10.61672/eji.v10i1.3390Keywords:
Artificial Intelligent, ChatGPT, Digital LiteracyAbstract
Generative artificial intelligence (AI) ChatGPT hold remarkable opportunities for enhancing language teaching and learning. However, integrating ChatGPT into classroom activity created challenges for teachers such as lack familiarity with the technology, difficulty to differ AI or students’ generated work, weaken students’ creativity and critical thinking. The purpose of the research was to find out challenges faced by ELT teachers in adopting ChatGPT as an instructional tool. This was descriptive qualitative research. It was conducted to thirteen private senior high school teachers in Riau. The sample was taken by purposive sampling technique. The data were collected through semi-structured interviews conducted over Zoom and WhatsApp voice calls. The data were analysed thematically by applying Braun and Clarke’s theory. The finding indicated that ChatGPT adoption among ELT teachers remains constrained by pedagogical uncertainty, ethical concerns, limited technical competence, and inadequate institutional support. Teachers continue to struggle with aligning AI tools to learning objectives, ensuring academic integrity, and verifying the accuracy of AI-generated content, while also navigating unclear policies and unstable technological infrastructure. In conclusion, language teachers faced many challenging in adopting ChatGPT in their teaching. Therefore, it was suggested to educational institution who willing to adopt it into their instruction needed to facilitate workshop or training on AI, especially ChatGPT and digital literacy for their teachers.
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Alkaissi, H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: Implications in scientific writing. Cureus, 15(2).
Athanassopoulos, S., Manoli, P., Gouvi, M., Lavidas, K., & Komis, V. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research, 3(2), 818–824.
Ayyoub, M., Ahmad, M., Malik, K., & Bilal, M. (2023). Institutional readiness for AI adoption in higher education. Educational Technology & Society, 26(1), 99–112.
Bai, G., & Mintz, S. (2022). Risks and limitations of AI-generated text in education. Computers & Education, 188, 104597.
Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62.
Baskara, R., & Mukarto, M. (2023). Exploring the implications of ChatGPT for language learning in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 343–358.
Bezirha, U., & Davier, V. D. (2023). Automated reading passage generation with OpenAI’s large language model. Computers and Education: Artificial Intelligence, 5, 100161.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Chen, X. (2023). Generative AI and communicative language teaching: Opportunities and challenges. Language Learning & Technology, 27(3), 1–15.
Cotton, D., Cotton, P., & Shipway, B. (2023). ChatGPT, academic integrity, and higher education. Innovations in Education and Teaching International.
Crosthwaite, P., & Baisa, V. (2023). Generative AI and the end of corpus-assisted data-driven learning? Not so fast. Applied Corpus Linguistics, 3(3), 100066.
Fleckenstein, J., & al., et. (2024). Do Teachers Spot AI? Evaluating the Detectability of AI-generated text among student Essays. Journal of Computational Social Science / Patterns.
Kasneci, E., & al., et. (2023). ChatGPT for teachers? Promises and challenges in education. Computers & Education: Artificial Intelligence, 4, 100123.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 1–14.
Kohnke, L., Zou, D., & Zhang, R. (2023). Exploring the use of ChatGPT in language education. System, 113, 102957.
Lie, D., Sherly, S., Dharma, E., Wakhyuni, E., & Sudirman, A. (2021). Reflections on Teacher Job Satisfaction: The Role of Principal Supervision, Organizational Culture, Motivation, and Compensation. Jurnal Organisasi Dan Manajemen, 17(2), 234–248. https://doi.org/10.33830/jom.v17i2.1302.2021
Ma, Q., Crosthwaite, P., & Daner Sun, D. Z. (2024). Exploring ChatGPT literacy in language education: A global perspective and comprehensive Approach. Computers and Education: Articial Intelligence, 7, 1–10. https://doi.org/https://doi.org/10.1016/j.caeai.2024.100278
Maspufah and Zuriati, D. (2022). Implementing Speech-Texter Application to Improve EFL Learners ’ Fricative Pronunciation. 9(2), 1–12.
Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Metwally, A. H. S., & Hui, P. (2024). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. Computers in Human Behavior: Artificial Humans, 2(1).
Moser, K. M., Wei, T., & Brenner, D. (2021). Digital literacy and teacher preparedness for technology-integrated instruction. Computers in the Schools, 38(1), 35–55.
Shawar, B. A., & Atwell, E. (2007). Chatbots: Are they really useful? LDV Forum, 22(1), 29–49.
Zhai, X. (2023). Challenges and concerns of AI in education. Educational Review, 75(3), 469–487.
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Copyright (c) 2026 Maspufah, Yeni Afriyeni, Diana Zuriati, Gunaldi Masbiran
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