Recently, the incorporation of artificial intelligence tools, notably ChatGPT, has become increasingly prevalent in language education in Bangladesh. This study focuses on evaluating the influence of ChatGPT in ESL/EFL classrooms in Bangladesh, aiming to comprehend the ways in which educators utilize this technology to enhance their instructional methods. A comprehensive survey along with a focused group discussion was conducted among 30 ESL/EFL teachers to collect the qualitative data regarding their feedback and experience of implementing the materials acquired from ChatGPT in their classrooms, preparing exam and quiz questions as well as for providing feedback. The research findings highlighted two aspects of using ChatGPT. A significant portion of surveyed teachers reported positive experiences, emphasizing the platform's effectiveness in aiding lecture and material preparation. Conversely, some teachers provided negative feedback, indicating that ChatGPT's utility was inconsistent across different topics. In conclusion, this study sheds light on the varied experiences of ESL/EFL teachers in Bangladesh with ChatGPT. The positive feedback underscores its capacity to augment instructional practices, while the negative responses highlight the importance of context-aware implementation. These insights contribute to the ongoing discourse on integrating AI technologies in language education, emphasizing the need for adaptability and targeted refinement for optimal classroom integration.

Authors:
Tasnia Tarannum, American International University-Bangladesh, Bangladesh
Risala Ahmed, American International University-Bangladesh, Bangladesh
Tasneem Shireen Khan, American International University-Bangladesh, Bangladesh

About the Presenter(s)
Ms Tasnia Tarannum is a University Assistant Professor/Lecturer at American International University- Bangladesh in Bangladesh

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