Using ChatGPT to Teach and Learn English as a Foreign Language: Teachers’ and Learners’ Perspectives

Budoor Muslim Alraddadi

doi:10.35516/Hum.2025.7861

Authors

Budoor Muslim Alraddadi Languages and Translation Department, College of Arts and Humanities, Taibah University, Madinah, Saudi Arabia https://orcid.org/0000-0002-8365-3861

DOI:

https://doi.org/10.35516/Hum.2025.7861

Keywords:

Artificial intelligence (AI), ChatGPT, teaching, language skills, EFL context.

Abstract

Objectives: Artificial intelligence (AI) is widely used for the teaching and learning of English as a foreign language (EFL). In this study, the author explores teachers’ and learners’ perspectives on the use of AI tools (specifically, the ChatGPT tool) for EFL teaching and learning.

Methods: A mixed (quantitative and qualitative) research design was used to collect and analyse the data. Questionnaires were distributed that included both closed-ended and open-ended questions. The sample comprised 52 EFL teachers and 98 learners (both male and female).

Results: The teachers exhibited positive attitudes towards using ChatGPT as a teaching and learning tool; only a small number thought that it could have negative impacts on students, such as overreliance on the tool. Moreover, the results demonstrated that, although ChatGPT is a powerful tool, it should be used with caution and requires certain measures to ensure its successful application.

Conclusion: According to the data, learners believed that using ChatGPT could help improve their language skills, especially their writing proficiency, vocabulary acquisition, and grammatical accuracy, and they felt comfortable using it for language learning. The study provides insights into using AI tools, such as ChatGPT, in EFL classes and thus makes a valuable contribution to EFL teaching and learning.

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