Abstract:
This research explores the guided experimental implementation of ChatGPT as a tool
for developing teachers’ skills in teaching English. The intervention involved 24 in-service English
as a Foreign Language (EFL) teachers who engaged in crafting activities and assessments using
researcher-designed prompts. Utilizing a mixed-methods approach, the researchers assessed the
participants’ ChatGPT integration proficiency through a custom-designed assessment tool aligned
with the technological pedagogical content knowledge framework. The eight-week intervention
introduced educators to various applications of ChatGPT in EFL teaching, including lesson planning.
A quantitative analysis revealed statistically significant improvements in the teachers’ ChatGPT
integration proficiency across all measured dimensions. The qualitative findings highlight the
perceived benefits, challenges, and future prospects of ChatGPT in EFL education. While the practical
significance of the improvement was modest, the results suggest that the guided integration of
generative chatbots can bolster teachers’ ability to leverage this technology appropriately. This
study contributes to the limited body of empirical research on integrating large language models
into teaching and offers insights into the practical applications and challenges of using ChatGPT in
EFL contexts.
