Negotiating the AI Turn in English Language Teaching: Investigating Teachers' Perceived Determinants of ChatGPT Adoption in Pakistani Private Secondary Schools

Abstract

This research focuses on private secondary schools in Pakistan, examining how secondary English language teachers perceive the incorporation of ChatGPT in English language teaching. A qualitative research approach was utilized to meet the study's aims. To gather data, twenty-four English teachers, with a balanced representation of genders, were chosen using a purposive sampling method from six distinguished private schools. The data collected from both male and female teachers was analyzed using the Unified Theory of Acceptance and Use of Technology, employing thematic analysis for interpretation. The results indicated that both male and female teachers generally viewed ChatGPT favorably concerning its effectiveness in teaching, user-friendliness, supportive conditions, and backing from colleagues and administration in using ChatGPT effectively. Nevertheless, issues such as inadequate infrastructure, dependency, reduction in creativity and critical thinking, insufficient skills, and the lack of the considerable required support from peers and school administration were also identified. Overall, this research study adds to the wider academic discourse on technology-enhanced English language instruction by thoroughly examining the advantages and disadvantages of ChatGPT for teachers in secondary-level English language education.