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Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: perceptions of EFL Faculty Members

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Abstract

The aim of this survey study was to investigate the perceptions of ten English as a Foreign Language (EFL) faculty members at Northern Border University regarding the effectiveness of ChatGPT in supporting their students’ English language learning. The study utilized in-depth interviews with the faculty members as the primary data collection method. The results of the interviews demonstrated that the faculty members held varying opinions about the efficacy of ChatGPT. Some faculty members acknowledged its usefulness in providing rapid and accurate responses to a wide range of questions, while others expressed concerns that ChatGPT might hinder students’ development of critical thinking and research skills, and potentially reinforce biases or misinformation. The study sample perceives ChatGPT as a valuable tool for complementing and enhancing traditional EFL teaching methods. Nonetheless, the faculty members recognized ChatGPT’s value as a teaching and learning aid and recommended further experimental research to evaluate its effectiveness. The study emphasizes the potential of ChatGPT as a tool for enhancing EFL students’ English language proficiency.

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The data and materials used in this study are available upon request from the corresponding author.

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    Amr M. Mohamed

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Mohamed, A.M. Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: perceptions of EFL Faculty Members. Educ Inf Technol 29, 3195–3217 (2024). https://doi.org/10.1007/s10639-023-11917-z

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