Adapting the Technology Acceptance Model (TAM) framework, this study investigates English teachers' perspectives on the intention to adopt and integrate ChatGPT in their classrooms. This study utilizes quantitative cross-sectional research with 114 respondents answering the online questionnaire. The Structural Equation Modeling (SEM) statistical…

While recent and significant progress made in natural language processing and artificial intelligence (AI) has the potential to drastically influence the field of language education, many language educators and administrators remain unfamiliar with these recent technological advances and their pedagogical implications. The primary purpose of this…

This study investigates the perceptions of English language teachers regarding the use of ChatGPT in English Language Teaching (ELT). The study aims to fill the research gap by exploring teachers' perspectives on the integration of ChatGPT as an instructional tool and its implications for ELT practices. Using a mixed methods approach, the study…

This research study explores the potential of a pedagogical model of self-regulated learning supported with Artificial Intelligence (AI) chatbots to enhance self-expression and reflective writing skills for novice EFL student teachers at Faculty of Education, Assiut University. The study adopted a pre-post quasi-experimental design, that starts…

With recent public access to large language models via chatbots, the field of language education is seeing unprecedented levels of interest in how AI will affect language learning and teaching. As attention is primarily focused on student misuse of the technology, the potential affordances of generative AI tools may often be overlooked. In this…

Artificial Intelligence (AI) has relatively become a part of our lives in many fields including education. As a recent AI tool generated by OpenAI, ChatGPT offers numerous opportunities and challenges for language learners and teachers. Therefore, the purpose of this study was to investigate the experiences of language learners and teachers in the…

Differentiated instruction is much demanded yet quite challenging in face of the growing student diversity in today's K-12 classrooms. One major challenge is the provision of differentiated materials to students. Automated text simplification (ATS) tools fueled by natural language processing may serve as a useful assistant for teachers. However,…

This study explored the perspectives of English instructors from Thai higher education institutions, with a focus on teachers' familiarity with generative artificial intelligence (GenAI) and its potential impact on teachers' professional roles and responsibilities. The results suggested that GenAI tools may allow English instructors to transition…

Often, second/foreign (L2) language learners receive little opportunity to interact orally in the target language. Interactive, conversation-based spoken dialog systems (SDSs) that use automated speech recognition and natural language processing have the potential to address this need by engaging learners in meaningful, goal-oriented speaking…

This study explores the perceptions of second language (L2) educators on the surge of Large Language Models (LLMs) like ChatGPT, and their potential impact on language education. We surveyed over 100 L2 instructors, asking questions about their ideas for AI-proofing assignments, their policies, and their perceptions of how this tool will impact…

This literature review delves into the applications and implications of ChatGPT, an artificial intelligence-driven chatbot, in educational settings. As technology continues to permeate the field of education, ongoing debates persist regarding the potential impact on learners' critical thinking skills and the evolving role of educators. Instead of…

Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these…

Artificial intelligence (AI) for supporting second language (L2) writing processes and practices has garnered increasing interest in recent years, establishing AI-mediated L2 writing as a new norm for many multilingual classrooms. As such, the emergence of AI-mediated technologies has challenged L2 writing instructors and their philosophies…

Academic writing is a substantial component of tertiary education, yet it poses challenges for second/foreign language students, particularly first-year undergraduates with limited pre-university exposure to English-medium instruction (EMI) settings. In this context, English for academic purposes (EAP) teachers play a crucial role in supporting…

Artificial Intelligence (AI) is developing in a manner that blurs the boundaries between specific areas of application and expands its capability to be used in a wide range of applications. The public release of ChatGPT, a generative AI chatbot powered by a large language model (LLM), represents a significant step forward in this direction.…