Utilizing ChatGPT in Learning Contexts: Teachers’ Perspectives on Foreign Language Instruction Practices
Article Sidebar
Main Article Content
Abstract
The rapid penetration of generative artificial intelligence disrupts foreign language education, yet the underlying pedagogical rationales of teachers remain critically underexplored. This explanatory sequential mixed methods study investigated twenty foreign language educators in Medan, Indonesia, utilizing quantitative surveys followed by comprehensive thematic interviews. Findings reveal that 75 percent of participants pragmatically adopted ChatGPT to alleviate structural administrative burdens, acting as proactive innovators rather than passive users. Conversely, 25 percent demonstrated existential resistance, citing profound concerns over student cognitive deskilling and the loss of authentic learning friction. Furthermore, instructional applications evolved from basic text generation into highly complex sociolinguistic facilitation. However, systemic infrastructural disparities, absent ethical regulations, and digital divides continually threaten equitable technological adoption across learning environments. The study concludes that sustainable artificial intelligence integration directly requires transitioning from technocentric enthusiasm toward critical algorithmic literacy, necessitating robust institutional frameworks to protect professional educator autonomy and safeguard fundamental academic integrity globally.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
References
Ahmad, Maiss, and Stephen Wilkins. “Purposive Sampling in Qualitative Research: A Framework for the Entire Journey.” Quality & Quantity 59, no. 2 (April 10, 2025): 1461–79. https://doi.org/10.1007/s11135-024-02022-5.
AllahRakha, Naeem. “UNESCO’s AI Ethics Principles: Challenges and Opportunities.” International Journal of Law and Policy 2, no. 9 (September 30, 2024): 24–36. https://doi.org/10.59022/ijlp.225.
Alm, Antonie, and Louise Ohashi. “A Worldwide Study on Language Educators’ Initial Response to ChatGPT.” Technology in Language Teaching & Learning 6, no. 1 (March 22, 2024): 1141. https://doi.org/10.29140/tltl.v6n1.1141.
Baskara, FX. Risang, Asokan Vasudevan, Zohaib Hassan Sain, Mcxin Tee, Vasumathi Arumugam, Suma Parahakaran, and Rajani Balakrishnan. “Redefining Educational Paradigms: Integrating Generative AI into Society 5.0 for Sustainable Learning Outcomes.” Journal of Infrastructure Policy and Development 8, no. 12 (November 4, 2024): 6385. https://doi.org/10.24294/jipd.v8i12.6385.
Baskara, Risang, and Mukarto Mukarto. “Exploring the Implications of ChatGPT for Language Learning in Higher Education.” IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 7, no. 2 (April 14, 2023): 343–58. https://doi.org/10.21093/ijeltal.v7i2.1387.
Bleda Bejar, Marc, Aleix Dorca Josa, and Begoña Oliveras Prat. “Influence of Critical Thinking on LLM Usage among Universitat d’Andorra Students.” Interdisciplinary Journal of Didactics, no. 1 (September 30, 2024): 33–54. https://doi.org/10.14198/ijd.28095.
Christodoulou, Michalis. “Grounded Theory as a Framework for Explanatory Sequential Mixed-Method Design, an Example from Educational Research.” Quality & Quantity 59, no. 6 (December 20, 2025): 5557–73. https://doi.org/10.1007/s11135-025-02214-7.
Clarke, Victoria, and Virginia Braun. “Thematic Analysis.” The Journal of Positive Psychology 12, no. 3 (May 4, 2017): 297–98. https://doi.org/10.1080/17439760.2016.1262613.
Jeon, Jaeho, and Seongyong Lee. “Large Language Models in Education: A Focus on the Complementary Relationship between Human Teachers and ChatGPT.” Education and Information Technologies 28, no. 12 (December 2, 2023): 15873–92. https://doi.org/10.1007/s10639-023-11834-1.
Kohnke, Lucas, Benjamin Luke Moorhouse, and Di Zou. “ChatGPT for Language Teaching and Learning.” RELC Journal 54, no. 2 (August 3, 2023): 537–50. https://doi.org/10.1177/00336882231162868.
Mutammimah, Heppy, Sri Rejeki, Siti Kustini, and Rini Amelia. “Understanding Teachers’ Perspective toward ChatGPT Acceptance in English Language Teaching.” International Journal of Technology in Education 7, no. 2 (March 30, 2024): 290–307. https://doi.org/10.46328/ijte.656.
Peng, Qiao, and Li Shuhong. “Emotional Factor Matters in Language Learning? A Meta-Analysis of Emotional Intelligence on Language Achievement.” Frontiers in Psychology 16 (May 7, 2025). https://doi.org/10.3389/fpsyg.2025.1502112.
Ray, Partha Pratim, and Pradip Kumar Das. “ChatGPT and Societal Dynamics: Navigating the Crossroads of AI and Human Interaction.” AI & SOCIETY 39, no. 5 (October 28, 2024): 2595–96. https://doi.org/10.1007/s00146-023-01713-1.
Rogers, Everett M. Diffusion of Innovations Theory. 5th ed. New York: Free Press, 2003.
Saeli, Hooman, Payam Rahmati, Mohammadreza Dalman, Yaser Shamsi, and Svetlana Koltovskaia. “Embrace or Resist? EFL Teachers on Adopting ChatGPT as a Teaching and Feedback Tool.” Language Awareness, October 23, 2025, 1–21. https://doi.org/10.1080/09658416.2025.2577191.
Stockwell, Glenn. “ChatGPT in Language Teaching and Learning: Exploring the Road We’re Travelling.” Technology in Language Teaching & Learning 6, no. 1 (November 1, 2024): 2273. https://doi.org/10.29140/tltl.v6n1.2273.
Tlili, Ahmed, Boulus Shehata, Michael Agyemang Adarkwah, Aras Bozkurt, Daniel T. Hickey, Ronghuai Huang, and Brighter Agyemang. “What If the Devil Is My Guardian Angel: ChatGPT as a Case Study of Using Chatbots in Education.” Smart Learning Environments 10, no. 1 (February 22, 2023): 15. https://doi.org/10.1186/s40561-023-00237-x.
Vebrianto, Rian, Musa Thahir, Zelly Putriani, Ira Mahartika, Aldeva Ilhami, and Diniya. “Mixed Methods Research: Trends and Issues in Research Methodology.” Bedelau: Journal of Education and Learning 1, no. 2 (December 30, 2020): 63–73. https://doi.org/10.55748/bjel.v1i2.35.
Vinci, Viviana, Laura Sara Agrati, Pierangelo Berardi, and Arianna Beri. “Artificial Intelligence as a Catalyst for Transformative Assessment: Designing Teacher Literacy at the Crossroads of Ethics, Pedagogy, and Human Relationships.” Frontiers in Education 11 (February 17, 2026). https://doi.org/10.3389/feduc.2026.1760626.
Wang, Danping. “Mind the Gap in AI Integration: A Comparative Study of Language Teachers’ Responses in a National Survey.” Language, Culture and Curriculum, October 28, 2025, 1–18. https://doi.org/10.1080/07908318.2025.2574633.