ChatGPT as a Motivational Tool in ELT: A Comparative Analysis of Teacher and Student Perceptions

Document Type : Research Paper

Authors

1 Department of English Language Teaching, Farhangian University, Tehran, Iran

2 Department of English Language Teaching, Farhangian University, Tehran, Iran.

Abstract

The integration of Artificial Intelligence (AI) in education is reshaping pedagogical approaches, offering new avenues for personalized learning. This study investigates the motivational role of ChatGPT in English Language Teaching (ELT) by comparing perceptions of 33 instructors and 215 secondary school students in Iran. A quantitative, descriptive-comparative analysis revealed significant agreement that ChatGPT enhances intrinsic motivation, particularly by fostering learning interest, autonomy, and enjoyment. Both groups concurred that the tool is most effective for text-based skills like vocabulary, grammar, reading, and writing, but less so for oral-aural skills. A key divergence emerged, however, as students perceived a significantly greater benefit for vocabulary and grammar acquisition than teachers did. The findings affirm ChatGPT's considerable promise as a motivational tool in ELT. However, they also underscore that its effective integration requires a strategic pedagogy. This approach must leverage its strengths in literacy and learner independence while simultaneously addressing its limitations in fostering oral communication through complementary instructional support. The results provide valuable insights for educators and policymakers seeking to implement AI tools in a contextually aware and pedagogically sound manner. ChatGPT; Learning Motivation; ELT, Teacher Perceptions; Learner Perceptions

Keywords

Main Subjects

References

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