The perceptions and attitudes of middle school English teachers toward the use of ChatGPT in Korea

This study examines the perceptions and attitudes of middle school English teachers in Korea regarding the use of ChatGPT and its potential educational applications. A survey was conducted with 141 teachers to assess various dimensions, including the usefulness, effectiveness, and appropriateness of using ChatGPT in educational settings. The main results of the study are as follows. The majority of the middle school English teachers use ChatGPT in their daily lives but do not actively use it in their classes. The reason for this discrepancy is that, although they recognize ChatGPT as a useful and appropriate tool, they do not believe students will find it interesting as a learning tool. Additionally, while teachers acknowledge the necessity of using ChatGPT in the classroom, they do not intend to actively utilize it. A noteworthy finding is that the middle school English teachers do not perceive limitations in fostering critical thinking and provision of inaccurate or inappropriate information, often cited as disadvantages of ChatGPT, as negative aspects of using ChatGPT in the classroom. This result is consistent with the recognition of ChatGPT as a useful and appropriate tool and the acknowledgment of the need to use it in the classroom. Nonetheless, many teachers are unwilling to use ChatGPT in the classroom because they find it difficult to use ChatGPT as a teaching tool or learning aid. Lastly, middle school English teachers recognize that various factors, such as AI ethics and assessment criteria, need to be considered before ChatGPT can be used appropriately in English classes in Korea. These findings provide valuable insights for advancing the use of AI in middle school English instruction and contribute to the broader discussion on AI’s potential in education.